Análisis del comportamiento del abandono escolar 2014-2023 entre licenciaturas presenciales y a distancia en la FCA de la UAEMÉX
This paper analyzes the behavior of school dropouts by making a comparison between face-to-face and distance degrees in the Faculty of Accounting and Administration of the UAEMéx. The study considers the time window from 2014 to 2023, statistically analyzing the trends in dropout rates, as well as t...
Guardado en:
| Autores principales: | , , |
|---|---|
| Formato: | Artículo |
| Lenguaje: | español |
| Publicado: |
2024
|
| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=9820878 |
| Etiquetas: |
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| Sumario: | This paper analyzes the behavior of school dropouts by making a comparison between face-to-face and distance degrees in the Faculty of Accounting and Administration of the UAEMéx. The study considers the time window from 2014 to 2023, statistically analyzing the trends in dropout rates, as well as the actions carried out in the faculty to maintain school permanence. A quantitative, descriptive, exploratory and non-experimental study is presented. The work is based on statistical analysis. Among the most relevant results found is a difference of more than 300% in school dropout between face-to-face and distance bachelor's degrees, likewise, an average growth in the dropout rate in distance bachelor's degrees in the last 3 years, not being the same behavior in face-to-face bachelor's degrees. The development of an academic tutoring program implemented in both modalities was also detected, but there is little training aimed at teachers who teach distance learning degrees in relation to the tutorial subject, as well as a lack of adequate induction for new students of this educational modality. This combination of behaviors in the variables, far from predicting a healthy and encouraging future in favor of the decrease in school dropout rates, exposes a bleak outlook for bachelor's degrees in the distance modality. |
|---|