Tutoría entre pares y avalúo del aprendizaje: una experiencia institucional para mejorar el rendimiento matemático

Héctor A Aponte-Alequín; Óscar Y Castrillón Velandia

doi:10.58763/rc2026560

Autores/as

Héctor A. Aponte-Alequín Universidad de Puerto Rico Recinto de Río Piedras. San Juan, Puerto Rico https://orcid.org/0009-0001-6210-8602
Óscar Y. Castrillón Velandia Universidad de Puerto Rico Recinto de Río Piedras. San Juan, Puerto Rico https://orcid.org/0009-0000-0627-967X

DOI:

https://doi.org/10.58763/rc2026560

Palabras clave:

Enseñanza superior, Enseñanza de las Matemáticas, Tutoría (educación), Evaluación del estudiante, Enseñanza mutua

Resumen

Introducción: La deserción en cursos introductorios STEM exige apoyos académicos sostenidos en educación superior. Metodología: Se realizó un estudio mixto cuasiexperimental, con muestreo no probabilístico por conveniencia y asignación por autoselección a tutoría. Participaron 140 estudiantes en dos grupos (con tutoría; sin tutoría) del curso MECU 3031, Métodos Cuantitativos para Administración de Empresas, en una universidad pública en Puerto Rico. Se aplicaron preprueba y posprueba con una rúbrica analítica de cinco criterios (0–20), cuestionarios de satisfacción y registros narrativos. Resultados: En la posprueba, el grupo con tutoría obtuvo M = 12.84 y el grupo sin tutoría M = 9.64. La prueba t no indicó diferencia significativa (t = −0.071, p = .944; d ≈ 0.01). Discusión: Aunque la evidencia inferencial fue débil, los perfiles por criterio y los testimonios estudiantiles sugirieron mejoras en comprensión conceptual, motivación y autorregulación. La autoselección introduce un posible sesgo de selección que limita la atribución causal. Conclusiones: La articulación entre tutoría entre pares y avalúo del aprendizaje produjo evidencia útil para decisiones de retención y mejoramiento, y ofrece un modelo replicable en cursos de alta dificultad.

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