Deserción y repitencia en estudiantes de la carrera de Enfermería matriculados en el período 2010-2015. Universidad Técnica de Manabí. Ecuador. 2017

Cardoso, Carmen Natacha Pérez; Mendoza, Elba Antonia Cerón; Mella, Rogelio Pedro Suárez; Martínez, Mercedes Elizabeth Mera; Bermeo, Narciza Paulina Briones; Loor, Liricis Yamara Zambrano; Rosado, Miriam Enriqueta Barreto

doi:10.1016/j.edumed.2017.12.013

Cited by 13 publications

(10 citation statements)

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“…In the case of the work obligations of rural students, research generally agrees that the hours allocated to work compete with study hours. This was reflected by Pérez et al (2019) when analysing the causes of desertion of a group of rural nursing students, where the greatest number of absences were due to work-related causes, affecting the academic average and influencing the student's decision to abandon their academic process. The same situation is described by (De Hart and Venter, 2013) in rural students employed in the finance sector.…”

Section: Individual Determinantmentioning

confidence: 99%

“…On the other hand, excessive academic work can lead to the phenomenon of dropout, as it competes in time with other student activities such as work and personal obligations imposed by their socioeconomic reality (Pillay and Ngcobo, 2010;Pérez et al, 2021). In addition, some of the academic activities are not adjusted to the realities of rural students, such as the use of hardware, software, and internet to which rural students often do not have access (Meisalo et al, 2002;Pérez et al, 2019).…”

Section: Academic Determinantmentioning

confidence: 99%

“…On the other hand, the analysis of the multi-causality of dropout has been widely linked to the construction of qualitative, quantitative and mixed models, with the aim of explaining the event in terms of multiple variables; of such studies, the developments made by Spady (1970), Tinto and Cullen (1973), Fishbein and Ajzen (1975), as well as Tinto (1975;1987), which formed the basis of subsequent studies, and, more recently, Barragán and González (2017), Pérez et al (2019), Venegas-Muggli (2020), Kilian et al (2020), Segovia-Garcia and Said-Hung (2021), among others.…”

Section: Introductionmentioning

confidence: 99%

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Dropout in Rural Higher Education: A Systematic Review

2021

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Student dropout in higher education has been of great interest to the academic community, state and social actors over the last three decades, due to the various effects that this event has on the student, the family, higher education institutions, and the state itself. It is recognised that dropout at this level of education is extremely complex due to its multi-causality which is expressed in the existing relationship in its explanatory variables associated with the students, their socioeconomic and academic conditions, as well as the characteristics of the educational institutions. Thus, the aim of this article was to identify the individual, socioeconomic, academic, and institutional explanatory variables involved in student dropout in rural populations, based on a synthesis of the evidence available in the SCOPUS database. In order to achieve it, a mixed systematic review was defined under the PRISMA 2020 method. The analysis was approached in two stages; the first concerned the identification of the documents and the conformation of the sample, where 21 documents were distinguished for effectively dealing with dropout in rural higher education; and the second corresponded to the procedures defined for the development of the bibliometric analysis and synthesis of the information found in the documents. The results showed the distribution of studies by country, years of publication, the categorisation of the documents in SCOPUS, their classification by type and the methodologies used in the development of the studies analysed, as well as the variables that have been addressed in previous research. In this way, it is concluded that the results of the studies are not generalisable, either because of the size of the sample or because of the marked social asymmetries that exist in some countries, which can make the findings lack significance; on the other hand, the interest in research on variables associated with individual and academic determinants to explain rural student dropout is highlighted. In addition, some future research lines which can be addressed as a complement to the current view of the dropout event in rural higher education were identified.

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Section: Individual Determinantmentioning

confidence: 99%

Section: Academic Determinantmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Dropout in Rural Higher Education: A Systematic Review

2021

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“…El 67% de los encuestados prefieren altas evaluaciones sin importar la forma de realización de la tarea, el 78% considera cómodo el hecho de copiar las tareas o pagar por ello, el 56% se inclina por la solución de tareas con el empleo de herramientas de apoyo. Los resultados anteriores concuerdan en gran medida con lo expuesto por Pérez et al (2019) enfatizando en que varios estudiantes atribuyen su fracaso académico a distintos problemas personales y que el docente no es comprensible con respecto a ellos. En su estudio el 50% y 33% de los encuestados respectivamente, indicaron que los docentes no explican bien sus clases, y no los ayuda.…”

Section: Resultados Y Discusiónunclassified

Personalización de tareas como metodología de aprendizaje para evitar la deshonestidad en educación superior

Erazo-Arteaga

2023

Form. Univ.

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El presente trabajo pretende identificar los principales actos deshonestos presentes en la asignatura de dibujo técnico asistido por computador. Se diseña una metodología de aprendizaje con personalización de tareas en la que a través de la personalización de los ejercicios propuestos, se demuestra que es el estudiante quien resuelve sus tareas. La investigación se desarrolla en la Universidad Técnica del Norte de Ecuador, a una población de 241 estudiantes. El estudio sigue un diseño cuasiexperimental y emplea la técnica de encuesta mediante instrumentos previamente validados. Los resultados muestran que entre los actos deshonestos prevalentes se encuentran: copia de tareas y engaños a los profesores. Se concluye que la aplicación práctica de la metodología revela que los valores logrados en cada uno de los momentos evaluados resultan superiores de un momento a otro; no obstante, es válido resaltar que incidir sobre la presencia de actos deshonestos es un proceso que devela mejores resultados en largos periodos de tiempo.

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“…Other researchers such as Pérez et al, report that the causes of school dropout and repetition were absences from classes, teachers who were not very explicit in their classes, little help provided by the teacher in tutoring students, exam questions were sometimes not fit the content taught, the excessive amount of self-employment, among others (13). Also, the difficulty in financial resources by the students turns out to be the greatest inconvenience for their academic performance, followed by the absence of patients from their clinics and the lack of theoretical knowledge (14).…”

Section: Introductionmentioning

confidence: 99%

Social, Academic, and Family Factors Associated With Academic Repetition in Dental Students

Mesa

Gutiérrez

2021

Univ Odontol

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Background: Student repetition is a multifactorial phenomenon, of a socio-educational type, associated with different characteristics (sociodemographic, academic, family) in students of institutions, being a recurring manifestation in university institutions, which makes evident the need to identify the factors that intervene in the process, which would help to avoid or reduce dropout. Purpose: to determine the academic, social and family factors associated with student repetition in dental students from a university institution on the Colombian Caribbean coast. Methods: descriptive, cross-sectional study, in a representative sample of dental students in a repetition and non-repetition condition, who voluntarily answered a validated instrument to measure, in addition to sociodemographic characteristics, the associated factors that may influence student repetition and familiar functionality. Results: of 244 participants with a predominance of the female gender, 40,2 % repeating. they never received vocational guidance (19,4 %), in general they reported good family functionality (91 %). The factors associated with student repetition were: socioeconomic status, academic levels and income of the parents, Saber11 test results and the number of times they have repeated a semester and / or a subject. Conclusion: The identification of these factors allows the design of strategies that encompass the impact of this condition so that higher education institutions can act in a timely manner to reduce these rates.

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Deserción y repitencia en estudiantes de la carrera de Enfermería matriculados en el período 2010-2015. Universidad Técnica de Manabí. Ecuador. 2017

Cited by 13 publications

References 3 publications

Dropout in Rural Higher Education: A Systematic Review

Dropout in Rural Higher Education: A Systematic Review

Personalización de tareas como metodología de aprendizaje para evitar la deshonestidad en educación superior

Social, Academic, and Family Factors Associated With Academic Repetition in Dental Students

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