Pedagogical Processes and Academic Performance in Students of a Higher Technological Institute in Ecuador 2024

Procesos Pedagógicos y Desempeño Académico en Estudiantes de un Instituto Superior Tecnológico en Ecuador 2024

Abstract

The research addressed the problem of academic performance in technological higher education students, considering that pedagogical processes constitute a determining factor in student achievement. The objective was to determine the influence of pedagogical processes on the academic performance of students in the Administration program at a Higher Technological Institute in Los Ríos, Ecuador, during 2024. A deductive method with a quantitative approach and non-experimental descriptive correlational design was employed. The population consisted of 152 students, from which a sample of 110 participants was selected. Two questionnaires with Likert scales were applied to measure the study variables, subjected to expert validation and pilot testing with Cronbach's Alpha coefficients of 0,825 and 0,786. Statistical analysis included the Kolmogorov-Smirnov normality test and Spearman's correlation. The results revealed a moderate positive correlation of 0,484 with a significance of 0,000 between the variables. 64,5% of students perceived pedagogical processes at medium-low levels, while 67,3% self-evaluated their academic performance at these same levels. It was concluded that pedagogical processes constitute a determining factor in academic performance, confirming the need to implement institutional pedagogical improvement strategies.