Academic performance in economics degrees: comparative analysis by levels of education in a Bolivian public university
DOI:
https://doi.org/10.70208/3007.8245.v6.n1.428Keywords:
academic performance, higher education, academic trajectories, descriptive analysis, educational equityAbstract
This study analyzes academic performance among students enrolled in five economics-related programs at a public university in Bolivia during the 2024 academic term. A quantitative, non-experimental, cross-sectional, and descriptive-comparative design was employed. The study was based on a census of 41,736 academic records, analyzed through descriptive statistics, dispersion measures, and boxplot diagrams according to academic level. The results reveal a general trend of progressive improvement in students’ academic performance throughout their university trajectory, with a critical decline observed during the second semester and a gradual reduction in variability at advanced levels. Nevertheless, low outliers persist across all levels, suggesting the existence of internal performance gaps. The findings indicate that academic performance reflects a process of progressive adaptation to the university environment; however, early and sustained institutional interventions are required to ensure greater equity in learning outcomes.
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