Abstract

YANA-SALLUCA, Marisol et al. Tutoring and academic performance in college students. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.32, pp.80-92.  Epub Jan 10, 2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i32.706.

University tutoring plays a quality-oriented role, as it is considered as part of the evaluation process that comprises one of the quality standards at the university level. The research had the objective of determining the relationship between university tutoring and academic performance in students of the Language, Literature, Psychology and Philosophy Program. Methodologically, the research was of a descriptive correlational type. The sample consisted of 302 students, a questionnaire of 27 indicators referring to university tutoring was applied and for the academic performance variable a documentary analysis guide was applied. To establish the correlation between the variables studied, Spearman's Rho coefficient was used. The results indicate that there is a high correlation between university tutoring and academic performance, which is represented by a Spearman's Correlation equal to 0.757*. Therefore, it is concluded that the greater the attention to university tutoring, the better the academic performance of students and more than 75% of teachers apply university tutoring adequately.

Keywords : Accompaniment; Learning; Academic Performance; Education; University Tutoring.

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