Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups
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Título: | Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups |
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Autor/es: | Sánchez, Tarquino | Naranjo, David | Gilar-Corbi, Raquel | Reina, Jessica |
Grupo/s de investigación o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Habilidades, Competencias e Instrucción |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Palabras clave: | Student success | Academic performance | Socio-academic intervention | Inclusive education | Vulnerable students |
Área/s de conocimiento: | Psicología Evolutiva y de la Educación |
Fecha de publicación: | 9-jul-2021 |
Editor: | MDPI |
Cita bibliográfica: | Sánchez-Almeida T, Naranjo D, Gilar-Corbi R, Reina J. Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups. Sustainability. 2021; 13(14):7673. https://doi.org/10.3390/su13147673 |
Resumen: | In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system. |
Patrocinador/es: | This research was supported by the Secretaría Nacional de Educación Superior, Ciencia, Tecnología e Innovación (SENESCYT; PIC-18-INE-EPN-002). |
URI: | http://hdl.handle.net/10045/116497 |
ISSN: | 2071-1050 |
DOI: | 10.3390/su13147673 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3390/su13147673 |
Aparece en las colecciones: | INV - Habilidades, Competencias e Instrucción - Artículos de Revistas INV - SOCEDU - Artículos de Revistas |
Archivos en este ítem:
Archivo | Descripción | Tamaño | Formato | |
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Sanchez-Almeida_etal_2021_Sustainability.pdf | 1,78 MB | Adobe PDF | Abrir Vista previa | |
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