Fourteenth International Conference on Interdisciplinary Social Sciences

Abstract

Academic performance is one of the most important dimensions in the teaching-learning process. It is related to the fulfillment of the goals, achievements, or objectives established in the program that the student is studying. The purpose of this research is to compare the academic performance of students who used academic reinforcement activities with students who did not complete them. Two sessions of academic reinforcement were carried out based on the MEDAPROC cedulas and the traditional model. We took a random group of subjects who did not attend the generation consultancies (n = 80) for comparative purposes. The formative evaluation was carried out with two exams in the online classroom prior to the practical exam, the students presented it voluntarily. The total sample of subjects was 81 students divided into four groups for two days. The comparison between the group that received the counseling and the one that did not, showed that there were significant differences in the qualification of the departmental exam (76.5 vs.65.7, t = 2.70, p = .007). The formative exam was carried out by 863 students, however there were no significant differences in the qualification of the departmental. There were no differences between the groups that did the formative exam, but the students who did the peer counseling obtained better performance in the departmental exam although it is necessary to observe if there are other variables associated with a voluntary exercise.