Factors related to academic performance in higher education: a multilevel approach
DOI:
https://doi.org/10.17981/cultedusoc.15.1.2024.4663Keywords:
Academic performance; sociodemographic factors; institutional factors; contextual factors; quality of education; multilevel analysisAbstract
Introduction: Academic performance can be addressed as the degree of knowledge a student can demonstrate in a given subject area compared to that expected of his or her peers. Higher education institutions can use it as an indicator to manage academic quality policies. Objective: Determine the institutional-pedagogical, sociodemographic, and contextual factors that predict academic performance in a Colombian university. Methodology: A multilevel approach was used with students nested in 14 undergraduate academic programs to explain the semester Academic Performance –AP– of the 2014-1 cohort configuring 3437 individuals. Results: At an individual level, being a man and having a subsidy or scholarship increases the AP at this university. Contrary to the older the age and the greater the number of subjects enrolled, the AP decreases. From the contextual point of view, at the program level, positive perceptions regarding pedagogy, academic management, institutional identity, didactics, and teacher management significantly promoted the increase in AP in students. Conclusions: The university AP must be explained from individual and contextual variables. The inclusion of contextual variables related to pedagogy, academic management, institutional identity, and teacher qualification in the 14 undergraduate programs managed to significantly increase the explained variance of the AP compared to the sole use of individual-level variables. This study is innovative since most reports related to university AP only consider individual-level variables, leaving aside the context in which the university student lives.
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