Relación entre involucramiento del estudiante y rendimiento académico en el curso introductorio de Programación para Ingeniería


Resumen

Uno de los objetivos de crecimiento económico del Estado de Nuevo León es lograr el desarrollo de Industria 4.0 que requiere el desarrollo de competencias en programación y la graduación anual de más ingenieros. Por otra parte, los porcentajes de aprobación en la materia introductoria de programación han sido menores que en el resto de las materias de ingeniería en una universidad privada del Noreste de México por lo que se ha investigado esta situación con base en teoría del involucramiento del estudiante. El propósito de este estudio fue analizar el involucramiento de estudiantes de primer año de Ingeniería en la materia de programación y su relación con el rendimiento académico. Se diseñó un estudio relacional realizado sobre una muestra de 123 estudiantes de primer semestre, se examinaron y seleccionaron las analíticas que provee el sistema Blackboard y se aplicó un estudio correlacional entre analíticas de Blackboard y el rendimiento académico medido por la calificación final del estudiante mediante el cálculo de coeficiente de Spearman. Se encontró una relación moderada significativa y positiva tanto entre la actividad del estudiante en la plataforma y el rendimiento académico (rho(116) =.448, p<.001 con potencia estadística de .970), como entre el tiempo invertido en la plataforma y el rendimiento académico (rho(116) =.447, p<.01 con potencia estadística de .995). Debido a la relación encontrada, es importante el monitoreo frecuente de la actividad del alumno en la plataforma para fomentar el involucramiento desde etapas tempranas del período académico en la materia introductoria de programación.

Palabras clave: analíticas, involucramiento, rendimiento académico, programación introductoria

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Cómo citar

Gutiérrez de la Garza, E., & Rojo Gutiérrez, M. A. (2023). Relación entre involucramiento del estudiante y rendimiento académico en el curso introductorio de Programación para Ingeniería. MLS Educational Research (MLSER), 8(1). https://doi.org/10.29314/10.29314/mlser.v8i1.1679


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