Análisis del impacto de las acciones tutoriales en el desempeño académico de estudiantes de universidades públicas chilenas
[EN] The implementation of tutorial actions in higher education constitutes an essential element in academic training plans, contributing not only to the development of professional skills in students, but also to their professional orientation and to personal development. However, empirical evidenc...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2020 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/161407 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/161407 |
| Access Level: | acceso abierto |
| Palabra clave: | Higher education Professional orientation Personal development Tutorial action Tutoring Academic performance University students Study habits Educación superior Orientación profesional Desarrollo personal Acción tutorial Tutoría Desempeño académico Estudiantes universitarios Hábitos de estudio |
| Sumario: | [EN] The implementation of tutorial actions in higher education constitutes an essential element in academic training plans, contributing not only to the development of professional skills in students, but also to their professional orientation and to personal development. However, empirical evidence on the impact of tutoring on students’ academic performance is scarce. The purpose of the study is to analyze the impact perception of the implementation of the tutorial actions in Chilean public universities. The methodology used consists of applying a questionnaire to a sample of 541 participants from four Chilean public universities. The results show a favorable perception regarding the implementation of the tutorial actions in all the participants of the different universities. Together, the presence of significant differences was found among the participating students regarding the perception of the implementation of the tutorial actions, depending on the different execution processes developed in each study house. These results demonstrate the importance of evaluating the effectiveness of tutorial action processes and guiding new implementation modalities that allow better academic performance of students in their university career. |
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