Tutoring and Academic Performance in University Students from the Peruvian Altiplano

Miryam Pari-Orihuela, Yésica Dominga Díaz-Vilcanqui, Humberto Mamani-Coaquira, Vidnay Noel Valero-Ancco
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Abstract

Objective: University tutoring is crucial to support students' academic, personal and professional success, provides individualized guidance, fosters the development of key skills and promotes student retention, thus contributing to the overall growth of university students. Within this framework, the objective of the research was to determine the relationship between the perception of the tutoring system and the academic performance of students of the National University of the Altiplano of Puno (UNAP).   Methods: The research approach is quantitative, non-experimental, with a cross-sectional correlational design. The population consisted of 474 students, obtaining a sample of 213 randomly selected students. A questionnaire was used to measure the first variable, while for the second variable the minutes of evaluation corresponding to the first academic semester of the year 2023 were consulted.   Results: The results reveal that students of the UNAP have a regular perception of tutoring services, both academic and personalized. While they recognize the existence of these services, they are not fully familiar with all available services. Some students have also used these services occasionally, do not consider them an essential part of their university experience and do not actively seek this type of support, except when they need it.   Conclusion: In conclusion 93.4% of the students assessed the tutoring system as regular, while 6.6% considered it bad or unsatisfactory. In addition, the statistical analysis reveals a strong positive correlation (r=0.795) between the tutoring system and academic performance, supported by a p value lower than the level of significance (0.00 < 0.05) that confirms the statistical validity of this relationship. These findings suggest that as the tutoring system strengthens, there is a considerable and positive association with students' academic performance.
辅导与秘鲁高原大学生的学习成绩
目的:大学辅导对支持学生在学业、个人和职业方面取得成功至关重要,它提供个性化指导,促进关键技能的发展,并促进学生的保留率,从而促进大学生的全面成长。在此框架内,本研究旨在确定普诺高原国立大学(UNAP)学生对辅导系统的看法与学业成绩之间的关系。 研究方法:研究方法为定量、非实验、横断面相关设计。研究对象包括 474 名学生,随机抽取 213 名学生作为样本。第一个变量采用问卷调查,第二个变量则参考了 2023 年第一学期的评估记录。 结果显示结果表明,联合国教科文组织亚太地区办事处的学生对辅导服务(包括学术辅导和个性化辅导)的认识是有规律可循的。虽然他们认识到这些服务的存在,但并不完全熟悉所有可用的服务。有些学生偶尔也会使用这些服务,但并不认为这些服务是他们大学生活的重要组成部 分,而且除了在需要时才会主动寻求这类支持。 结论总之,93.4% 的学生认为辅导系统正常,6.6% 的学生认为不好或不满意。此外,统计分析显示,辅导系统与学习成绩之间存在很强的正相关关系(r=0.795),P 值低于显著性水平(0.00 < 0.05),证实了这种关系的统计有效性。这些研究结果表明,随着辅导系统的加强,学生的学习成绩与辅导系统之间存在着相当大的正相关关系。
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