The Probability of Remaining Enrolled in a General Mathematics Course: The Role of Remote, Face-to-Face Tests and Other Associated Variables
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| 著者: | , |
|---|---|
| フォーマット: | artículo original |
| 状態: | Versión publicada |
| 出版日付: | 2026 |
| その他の書誌記述: | Objective: Although educational institutions aim to increase student retention, not all students have a positive university experience for a variety of reasons, some of which are connected to academic achievement. Goal: To ascertain the extent to which the initial midterm exams—both in-person and remote—and other factors influence student retention in the Universidad Nacional of Costa Rica's General Mathematics course. Approach: A quantitative, non-experimental, correlational study was conducted using data provided by the Registrar’s Office and the School of Mathematics at the Universidad Nacional. The data yielded a sample of 1,062 students who enrolled in the General Mathematics course during the first academic term of 2022 and whose scores from their first in-person midterm exam were made available for this study. Four logistic regression models were estimated: the first included prior academic performance and sociodemographic variables; the second included the score from the first remote midterm exam; the third included the score from the first in-person midterm exam rather than the remote midterm score; and the fourth included all of the variables listed above. Results: With model accuracy ranging from 66% to 82%, the factors most significantly linked to retention were scholarship status, socioeconomic stratum, high school GPA, and grades on the first midterm exams (both in-person and remote). Conclusions: The most important elements influencing students' decisions to stay in the course are academic. Providing support, such scholarships or Internet access, for disadvantaged groups may also contribute to closing the socioeconomic and technical divide. Upon considering the many factors that are linked to student retention, it is essential to base decisions on a comprehensive policy that enhances institutional conditions and consequently supports students’ educational pathways to bolster retention. |
| 国: | Portal de Revistas UCR |
| 機関: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 言語: | Español |
| OAI Identifier: | oai:portal.revistas.ucr.ac.cr:article/1261 |
| オンライン･アクセス: | https://revistas.ucr.ac.cr/index.php/reducacion/article/view/1261 |
| キーワード: | Dropout Academic achievement Higher education Mathematics Evaluation University course Forecasting Electronic learning Abandono escolar Rendimiento escolar Enseñanza superior Matemáticas Evaluación Curso universitario Pronóstico Aprendizaje en línea |