Academic performance in the mathematics I course in Economics and Administrative Sciences students: a longitudinal study

Academic performance in university students

Abstract

A non-experimental descriptive longitudinal trend study was carried out in a population of 4500 students enrolled in the different undergraduate courses offered by the Division of Economic and Administrative Sciences of the University of Sonora and who took Mathematics I. The objective was to look for significant differences in academic performance and failure rate in students who took the course under two modalities: one undergraduate and one graduate.  The objective was to look for significant differences in the academic performance and the failure rate in students who took the course under two modalities: (1) one hour daily and (2) two hours daily two days a week. Significant differences were found in the averages (p=0.002), being lower in students who took the course in the second modality, as well as a higher failure rate.