|No||REVISTA||ARTÍCULO||CUARTIL /SJR||IMPAC FACTOR/FECHA||CITE SCORE||DOI/ URL|
|1||JOURNAL OF TECHNOLOGY AND SCIENCE EDUCATION||Analysis of academic performance based on sociograms: A case study with students from at risk groups Tarquino Sanchez, David Naranjo, Jack Vidal, Diego Salazar, Cristina Pérez, Marianela Jaramillo||Q3/0,35||1.367/DICIEMBRE 2020||1.316||http://www.jotse.org/index.php/jotse/article/view/1110|
|ABSTRACT||The present work analyzes the academic performance of students from at-risk groups from the perspective of Social Network Analysis (SNA), studying the academic and interaction information of 45 students belonging to at-risk groups who attended a pilot socio-academic course during one academic term. This information was used to create a sociogram, which served as the basis for determining the centrality metrics of the SNA. The relationships between these metrics and the academic variables were then studied by means of correlation analysis and linear regression with LASSO standardization. As a preview of the results, it was determined that the academic performance of the students in the pilot course was influenced, on the one hand, by their academic knowledge prior to being admitted to the university, represented by the score on the Mathematics and Geometry section of the diagnostic test, and on the other hand, by the dynamics of the social network in which they interacted in the classroom, represented by the eigenvector centrality. These results have significant potential for explaining the academic performance according to SNA metrics, and they provide evidence to support the implementation of practices that promote a healthy social environment in an academic context.|
|2||SUSTAINABILITY||ACADEMIC ACHIEVEMENT AND FAILURE IN UNIVERSITY STUDIES: MOTIVATIONAL AND EMOTIONAL FACTORS, Raquel Gilar-Corbi, Teresa Pozo-Rico, Juan-Luis Castejón, Tarquino Sánchez, Ivan Sandoval and Jack Vidal.||Q2/0,58||2.576/NOVIEMBRE 2020||3.01||https://doi.org/10.3390/su12239798|
|ABSTRACT||Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course.|
|3||FRONTIERS IN PSYCHOLOGY|
STUDENTS’ EVALUATION OF TEACHING AND THEIR ACADEMIC ACHIEVEMENT IN A HIGHER EDUCATION INSTITUTION OF ECUADOR; Tarquino Sánchez, Raquel Gilar-Corbi, Juan Luis Castejón, Jack Vidal and Jaime León /DIV>
|Q1/1,0||2.129 / FEBRERO 2020||2.4||https://doi.org/10.3389/fpsyg.2020.00233|
This paper addresses the relationship between student evaluation of teaching (SET) and academic achievement in higher education. Meta-analytic studies on teaching effectiveness show a wide range of results, ranging from small to medium correlations between SET and student achievement, based on diverse methodological approaches, sample size studies, and contexts. This work aimed to relate SET, prior academic achievement, and academic achievement in a large sample of higher education students and teachers, using different methodological procedures, which consider as distinct units of analysis the group class and the individuals, the variability between students within classes, and the variability between group-class means, simultaneously. The data analysis included the calculation of group-class means and its relationship with the group-class mean academic achievement, through correlation and hierarchical regression techniques; additionally, a multilevel path analysis was applied to the relationship between prior academic achievement, SET, and their academic achievement, considering the variability among group classes. A multisection analysis was also carried out in those course disciplines in which there was more than one class group (section). The results of individual and group-class analysis revealed that SET was moderately low but related to academic achievement in a significant way once the effect of previous academic achievement was controlled. In addition, multilevel path analysis revealed the effect of SET on achievement, both within and between group-class levels. The results of the analysis carried out in the course disciplines with different sections, according to a multisection design, yielded similar results to the individual and aggregated data analyses. Taken together, the results revealed that SET was low related to academic achievement, once the effect of previous academic achievement was controlled. From these results, it follows that the use of SET as a measure of teachers’ effectiveness for making administrative decisions remains controversial.
|4||INGENIERÍA E INVESTIGACIÓN|
TEACHING EVALUATION QUESTIONNAIRE VALIDATION AT ESCUELA POLITÉCNICA NACIONAL, APPLYING THE METHOD OF FACTOR ANALYSIS WITH EXTRACTION OF PRINCIPAL COMPONENTS, Tarquino Fabián Sánchez-Almeida, Iván Patricio Sandoval-Palis, Raquel Gilar-Corbi, Juan Luis Castejón-Costa, Diego Israel Salazar-Orellana
This work validates a teaching evaluation instrument applied to professors in engineering, sciences and higher technological levelprograms of the Escuela Politécnica Nacional, using the method of Factor Analysis with extraction of principal components. Thedatabase used for the research was previously examined and refined due to inconsistency, eg. outliers, out of range values, etc.The result of the method described above was a reduced survey of 15 items, which was obtained from an original study of 33items. This new questionnaire clearly identifies the four main dimensions or aspects required: teaching development and planning,teacher-student relationship, evaluation, and a global assessment question. The reduction of the evaluation scale will allow toimprove the process of integral teaching performance evaluation of the faculty at Escuela Politécnica Nacional, and this methodcould serve as a benchmark for the teaching evaluation process of other universities that belong to the higher education system of Ecuador.
DIFFERENCES BETWEEN VULNERABLE AND NON-VULNERABLE STUDENTS REGARDING THE PSYCHOLOGICAL ABILITIES AND SELF-CONTROL SKILLS WITHIN THE DEVELOPMENT OF LEARNING; V. Ramos, T. Sánchez, J. Reina, A. Franco-Crespo
|indexed in Web of Science (Conference Proceedings Citation Index).||ISBN:978-84-09-17939-8; ISSN: 2340-1079||mar-20||http://dx.doi.org/10.21125/inted.2020.2282|
The Escuela Politécnica Nacional (EPN) from Ecuador is one of the most important educational institutions of the country. In the last year, among its main achievements was to move from the position 151 on the 2017 to 126 in the year 2019 and it is estimated by 2020 to be ranked in the position 98, as indicated in the QS Latin American University Ranking. However, the percentage of the students, who pass the initial knowledge leveling courses, was 15.62% of the first time they enroll, increasing to 38.20% in their second enrollment opportunity. One of the most affected groups in both approval and attrition are students who belong to vulnerable groups, constituting 24% of the total number of students at the EPN.
THE INCLUSION OF STUDENTS IN VULNERABLE CONDITIONS IN ECUADOR ; A. Franco-Crespo, T. Sánchez, N. Molina, V. Ramos
|indexed in Web of Science (Conference Proceedings Citation Index).||ISBN: 978-84-09-17939-8 ISSN: 2340-1079||mar-20||http://dx.doi.org/10.21125/inted.2020.2281|
The Escuela Politécnica Nacional (EPN) is a public university of Ecuador, recognized as one of the most important universities in the country due to its contribution to the national scientific and technological development. In Ecuador, the education system has changed significantly in the last decade, increasing coverage, quality parameters and profiles of entry and output of both high school and undergraduate degrees. With these changes, the Ecuadorian government has tried to establish an educational system according to the current needs of society and the productive sector.
PROPOSAL OF A MATHEMATICS PILOT PROGRAM FOR ENGINEERING STUDENTS FROM VULNERABLE GROUPS OF ESCUELA POLITÉCNICA NACIONAL; Iván Sandoval, M.Sc, Tarquino Sánchez, MBA, David Naranjo, Eng., and Angélica Jiménez, Eng
|Scopus||ISBN: 978-0-9993443-6-1 ISSN: 2414-6390||jul-19||http://dx.doi.org/10.18687/LACCEI2019.1.1.387|
Since 2017, “Secretaría Nacional de Educación Superior, Ciencia, Tecnología e Innovación (SENESCYT),”has included, among the new students of the “Escuela Politécnica Nacional (EPN)”, the population segment of vulnerable groups, called “Política de Cuotas” . These students tend to have low academic performance and high dropout rates. Mathematics, which is very important for the training of Engineering students, presents the lowest performance indicators. For this reason, the EPN, to solve this problem, proposes a pilot program in Mathematics for engineering students who are part of vulnerable groups. For this, a descriptive analysis of the students enrolled in the Leveling Course between the semesters 2017-A and 2018-A was carried out. Based on the opinion of the teachers of the ""Departamento de Formación Básica (DFB)"", a diagnostic test was designed and applied to new students in the 2018-B semester. We determined that the “Política de Cuotas” students presented low percentages of approval and high percentages of school dropouts during the period studied, also, the students of “Política de Cuotas” obtained a low average grade in the diagnostic test, even when the evaluated subjects contemplated only Basic mathematics. In this context, it is proposed that the pilot program be structured in 6 units, with emphasis on Geometry, Trigonometry and Real Functions. It is recommended that the pilot program be implemented as a previous course before the leveling course, so that the “Política de Cuotas” Government's program, fulfills its mission of effectively including students from vulnerable groups to Higher Education System.
Confirmatory Factor Analysis of the Assessment Instrument Teacher of the Escuela Politécnica National Tarquino Sánchez, Amanda Ordóñez., Raquel Gilar and Juan Luis Castejón
|Scopus||ISBN: 978-0-9993443-6-1 ISSN: 2414-6390||jul-20||https://www.researchgate.net/publication/343347730|
This work carries out the Confirmatory Factor Analysis of the teaching evaluation instrument of the National Polytechnic School of 14 items; the database used was 3072 records previously cleared for inconsistency and stereotyped responses. The result of the described method is a model that partially adjusts to the data, so an alternative model was proposed that includes new relationships between parameters, obtaining an improvement in the model's adjustment criteria.
EVALUACIÓN DIAGNÓSTICA DE CONOCIMIENTOS Y PROPUESTA DE UN CURSO DE INTERVENCIÓN A LOS ESTUDIANTES QUE INGRESAN AL CURSO DE NIVELACIÓN DE LA ESCUELA POLITÉCNICA NACIONAL, Tarquino Sánchez Almeida, Jack Vidal Chica, Liliam Molina ValenciaJessica Reina Trávez, Raisa M. Guayasamín,Cristina Pérez Rico
En investigaciones realizadas anteriormente en la Escuela Politécnica Nacional se evidenciaron altos porcentajes de reprobación y deserción estudiantil en el curso de nivelación, comprobando que no existe un nivel homogéneo en la educación media. Los datos obtenidos de esta investigación tienen por objetivo realizar un diagnóstico para detectar las necesidades de formación de los bachilleres y presentar una propuesta de un curso de intervención integral para los estudiantes que ingresan a la Escuela Politécnica Nacional. Para esto, se elaboró un instrumento de evaluación de conocimientos previos, que incluye 55 preguntas de Matemática y 25 preguntas de Lenguaje y Comunicación. Este instrumento fue aplicado a una muestra de 1249 estudiantes que obtuvieron un cupo en la Escuela Politécnica Nacional para el período 2019-A (abril-agosto). Adicionalmente, se realizó un análisis de datos para determinar las principales falencias académicas y con ello se proponen los contenidos de un curso que permita disminuir el índice de reprobación.
|2||INSTITUTO INTERNACIONAL DE INVESTIGACIÓN Y DESARROLLO TECNOLÓGICO EDUCATIVO INDTEC, C.A.|
LOS ESTUDIANTES DE PREGRADO EN
ECUADOR: UN ANÁLISIS DE DATOS, Stefos Efstathios
El objetivo del estudio es analizar y presentar características demográficas y sociales de los estudiantes de pregrado en Ecuador, para lo cual se ha realizado un análisis estadístico descriptivo y un análisis estadístico multidimensional utilizando datos de la Encuesta Nacional de Empleo, Desempleo y Subempleo del año 2017. El 86.26% de los estudiantes matriculados en Universidades del Ecuador vive en área urbana y el 13.74% en área rural; el 89.39% se consideran mestizos, el 3.35% indígenas, el 4.25% afroecuatorianos, negros o mulatos, el 1.67% se consideran montubios y el 1.29% blancos; el 66.60% de los alumnos de pregrado en Ecuador estudia en universidades públicas y el 32.54% en universidades particulares; el 8.27% se consideran pobres.
EVALUACIÓN DIAGNÓSTICA DE CONOCIMIENTOS Y PROPUESTA DE UN CURSO DE INTERVENCIÓN A LOS ESTUDIANTES QUE INGRESAN AL CURSO DE NIVELACIÓN DE LA ESCUELA POLITÉCNICA NACIONAL