Challenges of higher education in a context of massiveness: tools for its analysis, curricular planning and performance in the initial cycle

Abstract

The Faculty of Psychology of the University of the Republic implements since 2013 a study plan in accordance with the degree ordinance (08/2011). Concern for quality training, summons the Teaching Renewal Program (ProRen) and the Undergraduate Department to develop monitoring actions and permanent follow-up of the study plan. The objective of this work was to study the relationship between the intention to study the class of 2021 and the sociodemographic profile, as well as the permanence of students in courses and performance in courses and exams. The intention to complete the course was categorized into low, moderate and theoretical rhythms, and model minutes for courses and exams were designed to allow for the recording of dropout. Performance in both courses and exams was analyzed, and the sociodemographic profile was related to the rates of intention to attend, using Pearson’s chi-square test. Sociodemographic differences were observed in the rates of intention to study for those students who have other studies. It was recorded that the intention to study decreases in the second semester for all cases. Regarding the performance in courses, it is concluded that dropout has an important weight in those who have been deferred. In exams, regulated students perform better than free students. The results show that it is necessary to work on the self-regulation of the training project to strengthen autonomy, generate more successful training transitions and optimize resources.