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The effect of the presence tutorials in the academic performance of the administration students of a university of the north of Mexico

Abstract

The purpose of the study was to identify the effect of the face-to-face tutoring program of undergraduate students in Administration on academic performance, as well as its level of student satisfaction with the program. The research questions were: (a) what are the aspects of the institutional tutoring program that impact on the academic performance of the students? (B) What is the satisfaction stage from the tutored about the tutoring institutional program attended? and (c) what effect does the institutional mentoring program have on the academic performance of administration students during their scholar journey? The methodology used in this study was based on the quantitative approach, non-experimental with a transactional design. 63 eight semester students participated, and they attended the tutoring program. The Pearson correlation test was used for the aspects included in the tutoring program and the academic performance of the students. The results indicate that there is no significant relation between the aspects that the tutorial program covers and the academic performance, however, is a high rate student satisfaction with the tutoring program. In the results of Pearson´s correlation test between the aspects of the program and the general average, no significant relation was found in the aspects covered by the program. As a conclusion, the institutional tutoring program does not have a statistically significant relation in the students' academic performance, in contrast to student satisfaction, which was favorable to the tutoring program.

Key words: Effect, student, academic performance, satisfaction, tutor

Code JEL: I20, I21, I23

Received: 24/06/2019. Accepted: 10/02/2020.  Published: 27/04/2020

Keywords

Effect, student, academic performance, satisfaction, tutor

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Author Biography

Lizeth Armenta Zazueta

 La Mtra. Lizeth Armenta Zazueta es Profesora-investigadora del Instituto Tecnológico de Sonora, con Licenciatura en Ciencias de la Educación, grado de Maestría en Administración,  y con Doctorado en Educación, de Nova Southeastern University (en las concentraciones de Educación Superior y Liderazgo en el currículum y la instrucción).

Celia Yaneth Quiroz Campas

 La Dra. Celia Yaneth Quiroz Campas es Profesora-investigadora del Instituto Tecnológico de Sonora, con Licenciatura en Administración, grado de Maestría en Administración, Aprobación del programa Iberoamericano con el Fondo Fiduciaro España-PNUD y la red Iberoamericana de Universidades de Responsabilidad Social Empresarial REDUNIRSE, en la Facultad de Ciencias Económicas de la Universidad de Buenos Aires y con grado de Doctorado en Educación, de Nova Southeastern University (en las concentraciones de Educación Superior y Liderazgo en el currículum y la instrucción).

Laura Violeta Cota Valenzuela

 

La Dra. Laura Violeta Cota Valenzuela es Profesora-investigadora del Instituto Tecnológico de Sonora, con Licenciatura en Ciencias de la Educación, grado de Maestría en Educación, y con grado de Doctorado en Educación, de Nova Southeastern University (en las concentraciones de Educación Superior y Liderazgo en el currículum y la instrucción).

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