Análisis curricular de programas universitarios de ingeniería y su relación con el desempeño en pruebas externas
The curriculum guides the educational process through the comprehensive training of students in terms of competencies, skills and values, which contributes to the achievement of quality in the educational system of any country. The results obtained by students in the Saber Pro test are taken into ac...
- Autores:
-
Echeverri Silva, Daniel
Schmalbach Díaz, Wendis
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/7414
- Acceso en línea:
- https://hdl.handle.net/11323/7414
https://repositorio.cuc.edu.co/
- Palabra clave:
- Curriculum
Academic performance
Saber pro test
Competences
Currículo
Desempeño académico
Prueba Saber Pro
Competencias
- Rights
- openAccess
- License
- Attribution-NonCommercial-ShareAlike 4.0 International
| Summary: | The curriculum guides the educational process through the comprehensive training of students in terms of competencies, skills and values, which contributes to the achievement of quality in the educational system of any country. The results obtained by students in the Saber Pro test are taken into account to determine the quality of university academic programs in Colombia. These are positioned, compare and contrast with the results obtained by the students of other programs, of similar denomination, from different institutions of higher education. Therefore, the objective was to analyze the curricula of the academic programs of Systems Engineering and Electronic Engineering of the Universidad de la Costa and establish their relationship with the results of the external tests Saber Pro. To achieve this objective, theoretical references were addressed related to the curriculum and academic performance in external tests, a rationalistic-deductive epistemological approach was given to the research due to the complementarity that it allows in qualitative and quantitative research. Furthermore, educational projects, teachers and graduates of both academic programs were defined as units of analysis. Documentary analysis and interviews were defined as information gathering techniques. The results show that there are many similarities in terms of the structure of the educational project and insignificant statistical differences in the averages of the global scores, standard deviations and performance achieved by the students of both programs in each of the generic competencies evaluated in the test during the period between 2018 and 2019. |
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