Rendimiento académico en carreras de ciencias económicas: análisis comparativo por niveles de formación en una universidad pública boliviana
DOI:
https://doi.org/10.70208/3007.8245.v6.n1.428Palabras clave:
rendimiento académico, educación superior, trayectorias académicas, análisis descriptivo, equidad educativaResumen
El presente estudio analiza el comportamiento del rendimiento académico en estudiantes de cinco carreras del área económica de una universidad pública boliviana durante el periodo académico 1-2024. Se adoptó un enfoque cuantitativo, con diseño no experimental, transversal y de alcance descriptivo-comparativo. La muestra estuvo conformada por un censo de 41.736 registros académicos, analizados mediante estadísticos descriptivos, medidas de dispersión y diagramas de cajas y bigotes según nivel de formación. Los resultados evidencian una tendencia general de mejora progresiva del desempeño estudiantil a lo largo de la trayectoria universitaria, identificándose una fase crítica en el segundo semestre y una reducción gradual de la variabilidad en los niveles avanzados. No obstante, persiste la presencia de valores atípicos bajos en todos los niveles, lo que sugiere la existencia de brechas internas en el desempeño académico. Se concluye que el rendimiento académico responde a un proceso de adaptación progresiva al entorno universitario; sin embargo, requiere intervenciones institucionales tempranas y sostenidas que contribuyan a garantizar mayores niveles de equidad en los resultados de aprendizaje.
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