Examinando por Autor "Montes, Isabel"

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    Ítem
    Intención de abandono en estudiantes de pregrado: factores y soluciones
    (Universidad EAFIT, 2014-06-16) Duque, Juan C.; Montes, Isabel; Rodríguez, Stefanía; Jaramillo, Alberto; jduquec1@eafit.edu.co; imontesg@eafit.edu.co; srodrig7@eafit.edu.co; ajarami@eafit.edu.co
    The present study addressed dropout intention problem from a priori perspective. Conceptually and methodologically it was based on Suriñach et al (2007), Duque et al (2012), Duque (2013a) y Duque (2013b). Measuring the effect from satisfaction and academic development to dropout intentions was the main purpose. To achieve this objective, we applied a survey with active students from all undergraduate programs at Universidad EAFIT. The analysis was carried out through structural equations based on the partial least squares algorithm (PLS). The results show that, on average, the effect is 0.38. It means that if students’ satisfaction would increase in one unit, dropout intention reduced in 0.25. At the same way, we found that better learning outcome perceptions (cognitive and affective), students decrease their dropout intention in 0.25.
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    Ítem
    Rendimiento académico: ¿qué papel juegan los factores institucionales?
    (Universidad EAFIT, 2014-06-16) Montes, Isabel; Garcés, José David; Chica, Sandra Milena; Jaramillo, Alberto; imontesg@eafit.edu.co; jgarces3@eafit.edu.co; smchica@gmail.com; ajarami@eafit.edu.co
    This paper examines which is the relationship between institutional factors and the academic achievement in mathematics. To reach this purpose, 1,653 students who had taken the test in 2010 and who came from 44 high schools in Medellin, Colombia were selected. The econometric estimate was conducted by means of Hierarchical Linear Model (HLM), which its independent variables were classified in two levels: student and institution. Our main results provide evidence to support that 31.4% of educational attainment in mathematics is explained by institutional variables such as the number of hours in math class, to belong to private schools and with a unique gender, the use of textbook and the school size.