Percepción comparada de profesores y alumnos universitarios de la actividad docente y su incidencia en el rendimiento académico

Abstract

This research study examines empirically the perception that professors and students have of academic activity and its impact on performance. The method used is the instructional educational situation analysis (IMESA) and was applied by using two questionnaires. It was based on five principles: intentionality, instruction design, learning design, interpersonal relationships, and evaluation system. The sample consists of 1,444 students and 68 professors. Data is analyzed by performing a significance analysis of differences and regression equations on academic performance. The results indicate that there are significant differences between the perceptions of four of the principles and that not all principles influence academic performance in the same manner. There are no significant differences between professors and students in perception of learning processes. It is concluded that these processes along with assessment processes and the motivation or intentionality have the greatest positive effect on academic performance