Browsing by Author "Orellana Palacios, Carlos Esteban"

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    Nivel de razonamiento abstracto en estudiantes universitarios
    (2021) Orellana Palacios, Carlos Esteban
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    Razonamiento abstracto y rendimiento académico en estudiantes de las Facultades de la Universidad de Cuenca pertenecientes a las áreas de conocimiento de ingeniería, industria y construcción, y humanidades y artes, en el período septiembre - diciembre 2019
    (Universidad de Cuenca, 2020-11-16) Orellana Palacios, Carlos Esteban; Vilchez Tornero, José Luis
    A fundamental part of the student's academic life is academic performance, a construct that depends on multiple and complex factors, one of which is the abstract reasoning. The weight of abstract reasoning is so that it is even considered within the evaluation from the National Secretary for Higher Education (SENESCYT) in Ecuador, which is used for the filter of applicants to each subject in Higher Education. In the Ecuadorian educational curriculum, the development of abstract reasoning is not sought, despite the fact that there are studies that show the need of training in this type of reasoning for certain subjects. In this sense, the aim of this study was to determine if there is a significant positive relationship between abstract reasoning and academic performance in university students. Moreover, by means of a random sampling carried out by conglomerates, the area of knowledge of Engineering, Industry and Construction, and the area of Humanities and Arts of the University of Cuenca, Ecuador, were selected; obtaining a sample of 571 participants between the two areas. To analyze the abstract reasoning variable, the Figurative Analogies Test was applied, while academic performance was analyzed based on the SENESCYT exam grade and the grade point average of each subject. The study was quantitative, cross-sectional and of a correlational and quasiexperimental nature. As the most relevant result, a significant, negative correlation was obtained between the SENESCYT exam score and academic subject performance meangrade. Likewise, significant differences were found with respect to abstract reasoning, the SENESCYT exam score and the average of disciplinary grades (academic subject performance mean-grade) among Faculties belonging to different areas of knowledge (Engineering; Architecture and Urbanism; Arts; and Philosophy, Letters and Sciences of the Education), as well as between the genders.