Factores que influyen en el desempeño de los estudiantes de posgrado en los exámenes integrales escritos
DOI:
https://doi.org/10.48017/dj.v11i4.4182Palabras clave:
Desempeño en el examen integral escrito, Manual de operaciones de los programas de posgrado, Factores contribuyentes, análisis longitudinalResumen
La implementación de la política revisada de la Bicol University Graduate School (BUGS) —o Manual de Operaciones de los Programas de Posgrado (Graduate Program Manual of Operations, GPMO)—, referente a los exámenes integrales escritos y alineada con la Orden Memorando n.º 15 (serie de 2019) de la Comisión de Educación Superior (Commission on Higher Education, CHED), tiene como objetivo fortalecer la garantía de calidad en la educación de posgrado. Sin embargo, un número significativo de estudiantes de posgrado sigue enfrentando dificultades para aprobar dicho examen. Este estudio investigó los factores que influyen en el desempeño de los estudiantes de posgrado en los exámenes integrales escritos realizados desde la implementación de la política revisada en el año académico 2022-2023. Específicamente, buscó identificar los factores que afectan el rendimiento en el examen y ofrecer recomendaciones basadas en evidencia para favorecer el éxito de los estudiantes. Mediante un diseño descriptivo de métodos mixtos, el estudio empleó el análisis documental de registros institucionales y entrevistas semiestructuradas a estudiantes de posgrado de diversos programas académicos. Los datos cuantitativos se analizaron mediante estadística descriptiva, mientras que las respuestas cualitativas se examinaron a través de un análisis temático. Los resultados revelaron siete factores principales que influyen en el desempeño en el examen: preparación y repaso inadecuados; intervalos prolongados entre la finalización de los requisitos académicos y la realización del examen; la percepción de dificultad y el carácter técnico de las preguntas; preocupaciones relacionadas con la salud y el bienestar; responsabilidades académicas, profesionales y personales concurrentes; habilidades de escritura insuficientes y ansiedad ante el examen; así como una baja calidad en las respuestas y prácticas inadecuadas al momento de realizar la prueba. Estos hallazgos demuestran que el desempeño de los estudiantes de posgrado está influido por una interacción compleja de factores institucionales, instruccionales y personales. El estudio recomienda la implementación de criterios rigurosos de admisión en el posgrado, programas estructurados de revisión, cursos de nivelación y actualización, iniciativas para mejorar la escritura académica, servicios de bienestar y asesoramiento, así como el fortalecimiento de la orientación y la mentoría académicas. Se espera que estas intervenciones mejoren la preparación de los estudiantes, aumenten las tasas de aprobación en los exámenes integrales escritos y refuercen aún más las iniciativas de garantía de la calidad de la Bicol University Graduate School.
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