La titularidad de los derechos patrimoniales de esta obra pertenece a las instituciones editoras. Su uso se rige por una licencia Creative Commons BY-NC-ND 4.0 Internacional, https://creativecommons.org/licenses/by-nc-nd/4.0/legalcode.es, para un uso diferente consultar al responsable jurídico del repositorio por medio del correo electrónico revistainvestedu@gmail.com.
Ver términos de la licenciaMeraz-ríos, Beatriz, et al. (2013). Academic support: a resource for students who have remedial exam of microbiology and parasitology. Investigación en Educación Médica; Vol. 2 Núm. 7, 2013: Investigación en Educación Médica; 122-128. Recuperado de https://repositorio.unam.mx/contenidos/4118556
Autor(es)
Meraz-ríos, Beatriz; García-yáñez, María Yolanda; Candil-ruíz, Aurora; García- González, Rafael
Tipo
Artículo de Investigación
Área del conocimiento
Medicina y Ciencias de la Salud
Título
Academic support: a resource for students who have remedial exam of microbiology and parasitology
Fecha
2019-08-23
Resumen
Introduction: High failure and dropout rates, low academic achievement and terminal efficiency are amongst the main problems regarding bachelor-level students. Qualitatively, these problems manifest as a sense of unease, lack of self-confidence and frustration. Academic support is a pedagogic tool that enables a student to increase the durability of knowledge as well as a greater comprehension of academic content, it aids in the acquisition of skills, attitudes and values, develops self regulation and promotes lifelong learning abilities. Objective: Compare the academic performance in a remedial exam corresponding to the 2010-2011 school year of students who received mentoring prior to the exam to those who decided to refuse this aid.Method: Academic performance was evaluated through an exam administered by the Department to 86 registered students, of these, 40 participated in mentoring sessions. The grades were processed through the SPSS 15.0 program. Results: The 52.3% of the students passed the exam: 65% of the students who participated in mentoring sessions passed the exam; in comparison to 41.7% of the ones that refused mentoring. Through an ANOVA factor analysis (F=7.782: gl=1.86; p<0.01) it was found that the difference in academic performance is statistically significant. Discussion: An analysis of the distribution of the students´ grades shows that those who were mentored not only passed the exam, but also achieved better grades, thus increasing the quality of their performance. Even those students, who didn´t pass the exam but were mentored, achieved a greater number of correct answers. Finally, we can conclude that mentoring helped students pass the exam and improve the quality of their academic performance. ;
Idioma
spa
ISSN
ISSN electrónico: 2007-5057; ISSN impreso: 2007-865X
