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

Authors

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

Keywords:

Higher education, Mathematics teaching, Peer teaching, Tutoring (education), Student assessment

Abstract

Introduction: Dropout rates in introductory STEM courses necessitate sustained academic support in higher education. Methodology: A quasi-experimental mixed-methods study was conducted using non-probability convenience sampling and self-selection for tutoring. One hundred and forty students participated in two groups (with tutoring; without tutoring) from the MECU 3031 course, Quantitative Methods for Business Administration, at a public university in Puerto Rico. A pre-test and post-test were administered using a five-criterion analytical rubric (0–20), along with satisfaction questionnaires and narrative records. Results: In the post-test, the tutored group obtained a mean (M) of 12.84, and the untutored group obtained a mean (M) of 9.64. The t-test did not indicate a significant difference (t = −0.071, p = .944; d ≈ 0.01). Discussion: Although the inferential evidence was weak, the criterion-based profiles and student testimonials suggested improvements in conceptual understanding, motivation, and self-regulation. Self-selection introduces a potential selection bias that limits causal attribution. Conclusions: The integration of peer tutoring and learning assessment yielded useful evidence for retention and improvement decisions and offers a replicable model for highly challenging courses.

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