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Analysis of determining factors in the academic performance of the students of the Faculty of Philosophy-Universidad Central del Ecuador

Abstract:

The purpose of this article is to analyze the personal, social and institutional determinants of student academic performance in teacher training courses at the Faculty of Philosophy of the Universidad Central del Ecuador. Academic performance is expressed in the grades obtained by students in different subjects. The research assumes an integral approach of descriptive-correlational level; with the participation of 2586 students enrolled in the Faculty, during the semester 2019-2020. The most outstanding results express that the personal factors present a higher mean than the social and institutional ones. In addition, these personal aspects as well as the social ones show statistically significant correlations with the grade point average and attendance. Also, the grade point average is directly proportional to student attendance. But it is noteworthy that the institutional factors do not show significant correlations with grades or attendance. The average student grade point average is 32.98/40 points, while the average attendance is 95.23%. Female students have higher grades and attendance than males. Seventy percent of the students have some difficulties in their studies, the most representative are of an economic nature and careers outside their vocation. Regarding the students' perception of the substantive university functions: the link with society is the highest rated with 77.5% positive evaluation, followed by teaching with 75.8% and finally research with 69.7%.