Bibliographic citations
Guevara, C., (2019). Factores de la deserción forzosa institucional de estudiantes de Estudios Generales Letras de la PUCP [Tesis, Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/13561
Guevara, C., Factores de la deserción forzosa institucional de estudiantes de Estudios Generales Letras de la PUCP [Tesis]. PE: Pontificia Universidad Católica del Perú; 2019. http://hdl.handle.net/20.500.12404/13561
@mastersthesis{sunedu/2662669,
title = "Factores de la deserción forzosa institucional de estudiantes de Estudios Generales Letras de la PUCP",
author = "Guevara Paredes, César José",
publisher = "Pontificia Universidad Católica del Perú",
year = "2019"
}
University drop-out rate implies both, the voluntary and involuntary withdrawal of the student from the institution. It is a phenomenon that involves all types of universities, public or private. There are different initiatives to explain and prevent this withdrawal. Most of the research focuses on the student's voluntary drop-out. This paper approaches the institutional forced drop-out as a consequence of noncompliance with the minimum academic requirements set forth in the Regulation. The purpose of this paper is to identify the factors associated with compulsory institutional drop-out in in the General Studies - Arts at Pontificia Universidad Católica del Perú (PUCP). All freshmen during the academic semesters 2015-1 and 2015-2 were part of the study sample. The research begins from a quantitative approach and deepens with a qualitative analysis of the applications submitted by the students for returning to the university in which they state out the reasons for their low academic performance, and why they lost their student status at PUCP. On this basis, individual, socioeconomic, academic, and institutional factors related to forced drop-out were identified. The results show that forced drop-out in the first semesters is more associated to personal and academic factors instead of socioeconomic and institutional factors. There are prevailing subfactors of students; such as health and psychological problems as well as lack of organization. The analysis of the subfactors makes it possible to state that the student’s academic habits are not enough developed to assume the academic tasks of the university studies, which require autonomy in the organization of the study and the development of reading and writing skills. Regarding the above context, it is presented a proposal focused on conducting workshops that strengthen their study habits in which concentration techniques are approached, preparation of summaries and creation of study schedules, and the development of reading comprehension.
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