Análisis del Rendimiento Académico de los Estudiantes de Pregrado en Estadística de la Universidad Santo Tomás Mediante Ecuaciones Estructurales

Abstract

Universities play a fundamental role in social transformation and face some challenges to carry out their mission, therefore, it is of great interest to analyze the interaction of factors that influence the academic achievement of students. The objective of this research was to develop a structural equation model to analyze the factors associated with academic achievement in undergraduate students of the Statistics program at the Universidad Santo Tomás (USTA). This work was previously submitted and approved by the University Ethics Committee. The information was collected from a sample of 128 students during the first semester of 2023. Three questionnaires were used: Self-concept Form 5 (AF-5), the Questionnaire for the Evaluation of Academic Goals (C.M.A-II) and finally, the Motivation and Learning Strategies Questionnaire Short Form (MSLQ-SF). Based on the model proposed by \cite{veas} that relates cognitive and non-cognitive variables. A structural equation model is used as an analysis tool, since it allows complex interactions between multiple variables to be analyzed, and in turn allows theories or hypotheses to be tested and validated. Thus, the results of this research show a structural equation model, where the latent Learning Strategies (made up of Cognitive Strategies, Metacognitive Strategies and Resource Management), showed a significant contribution to academic achievement. On the other hand, the latent variables of Self-concept and Learning Strategies do not turn out to have a significant relationship, and they also presented adequate goodness of fit: Chi Square Ratio (1.76), RMSEA (0.077) with a CI (0.056-0.098) and a p-value of 0.021, SRMR(0.09), CFI(0.923) and TLI(0.9).