México
Se llevó a cabo un estudio no experimental descriptivo longitudinal de tendencia en una población de 4500 estudiantes inscritos en las diferentes licenciaturas que ofrece la División de Ciencias Económicas y Administrativas de la Universidad de Sonora y que llevaron la materia de Matemáticas I. El objetivo fue buscar diferencias significativas en el desempeño académico y el índice de reprobación en estudiantes que llevaron el curso bajo dos modalidades: (1) una hora diaria y (2) dos horas diarias dos días a la semana. Se encontraron diferencias significativas en los promedios (p=0.002), siendo más bajo en los estudiantes que llevaron la materia en la segunda modalidad, así como un mayor índice de reprobación.
A non-experimental descriptive longitudinal trend study was carried out in a population of 4500 students enrolled in the different undergraduate courses offered by the Division of Economic and Administrative Sciences of the University of Sonora and who took Mathematics I. The objective was to look for significant differences in academic performance and failure rate in students who took the course under two modalities: one undergraduate and one graduate. The objective was to look for significant differences in the academic performance and the failure rate in students who took the course under two modalities: (1) one hour daily and (2) two hours daily two days a week. Significant differences were found in the averages (p=0.002), being lower in students who took the course in the second modality, as well as a higher failure rate.
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