Tutoría y desempeño académico en estudiantes universitarios
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La tutoría universitaria, desempeña una función orientada a la calidad, al ser considerada como parte del proceso de evaluación que comprende uno de los estándares de calidad a nivel de universidad. La investigación tuvo el objetivo de determinar la relación entre tutoría universitaria y desempeño académico en estudiantes del Programa de Lengua, Literatura, Psicología y Filosofía. Metodológicamente, la investigación fue de tipo descriptivo correlacional. La muestra estuvo conformada por 302 estudiantes, se aplicó un cuestionario de 27 indicadores referente a tutoría universitaria y para la variable desempeño académico se aplicó una guía de análisis documentario. Para establecer la correlación entre las variables estudiadas, se utilizó el coeficiente Rho de Spearman. Los resultados indican que existe una correlación alta entre la tutoría universitaria y el desempeño académico, que se representan en una Correlación de Spearman igual a 0.757*. Por tanto, se concluye que a mayor atención a la tutoría universitaria será mejor el desempeño académico de los estudiantes y más del 75% de docentes aplican una tutoría universitaria de manera adecuada.
University tutoring plays a quality-oriented role, as it is considered as part of the evaluation process that comprises one of the quality standards at the university level. The research had the objective of determining the relationship between university tutoring and academic performance in students of the Language, Literature, Psychology and Philosophy Program. Methodologically, the research was of a descriptive correlational type. The sample consisted of 302 students, a questionnaire of 27 indicators referring to university tutoring was applied and for the academic performance variable a documentary analysis guide was applied. To establish the correlation between the variables studied, Spearman's Rho coefficient was used. The results indicate that there is a high correlation between university tutoring and academic performance, which is represented by a Spearman's Correlation equal to 0.757*. Therefore, it is concluded that the greater the attention to university tutoring, the better the academic performance of students and more than 75% of teachers apply university tutoring adequately.
University tutoring plays a quality-oriented role, as it is considered as part of the evaluation process that comprises one of the quality standards at the university level. The research had the objective of determining the relationship between university tutoring and academic performance in students of the Language, Literature, Psychology and Philosophy Program. Methodologically, the research was of a descriptive correlational type. The sample consisted of 302 students, a questionnaire of 27 indicators referring to university tutoring was applied and for the academic performance variable a documentary analysis guide was applied. To establish the correlation between the variables studied, Spearman's Rho coefficient was used. The results indicate that there is a high correlation between university tutoring and academic performance, which is represented by a Spearman's Correlation equal to 0.757*. Therefore, it is concluded that the greater the attention to university tutoring, the better the academic performance of students and more than 75% of teachers apply university tutoring adequately.
Description
Vol. 8, No. 32