<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2215-3470</journal-id>
<journal-title><![CDATA[Uniciencia]]></journal-title>
<abbrev-journal-title><![CDATA[Uniciencia]]></abbrev-journal-title>
<issn>2215-3470</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional, Costa Rica]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2215-34702021000100265</article-id>
<article-id pub-id-type="doi">10.15359/ru.35-1.16</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores que inciden sobre el rendimiento académico de los estudiantes de primer ingreso del curso Matemática General del Instituto Tecnológico de Costa Rica]]></article-title>
<article-title xml:lang="en"><![CDATA[Factors affecting the academic performance of freshmen in the ITCR general mathematics course]]></article-title>
<article-title xml:lang="pt"><![CDATA[Fatores que influenciam o desempenho acadêmico de estudantes do primeiro ano do curso de Matemática Geral do Instituto Tecnológico da Costa Rica]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chacón-Vargas]]></surname>
<given-names><![CDATA[Érick]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Roldán-Villalobos]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Matemática ]]></institution>
<addr-line><![CDATA[Cartago ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Instituto Tecnológico de Costa Rica Escuela de Matemática ]]></institution>
<addr-line><![CDATA[ Cartago]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2021</year>
</pub-date>
<volume>35</volume>
<numero>1</numero>
<fpage>265</fpage>
<lpage>283</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S2215-34702021000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S2215-34702021000100265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S2215-34702021000100265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de este trabajo fue determinar algunos factores o variables personales o familiares de los estudiantes de primer ingreso del curso Matemática General del Instituto Tecnológico de Costa Rica, que inciden sobre su rendimiento académico en esa asignatura. La muestra estuvo conformada por 729 estudiantes de primer ingreso que matricularon el curso Matemática General en el primer semestre del 2018. Para la recolección de la información se elaboró y aplicó un cuestionario en línea con 90 preguntas (11 de respuesta abierta y las restantes de selección), esto se realizó durante las primeras dos semanas de clases, para minimizar el riesgo de pérdida de información debida a los retiros justificados o abandonos de curso. También, se solicitaron datos al Departamento de Admisión y Registro del Instituto Tecnológico de Costa Rica, estos se analizaron para determinar cuáles de las variables tenían incidencia sobre el resultado (aprobado - reprobado) o la calificación final del curso. Se empleó el análisis de regresión y las pruebas no paramétricas de bondad de ajuste e independencia. El promedio de admisión a la universidad, las calificaciones en las secciones de razonamiento matemático y verbal de la prueba de aptitud académica, la nota de presentación (promedio de las calificaciones de los dos últimos años de educación secundaria) y el ingreso mensual del grupo familiar presentaron correlaciones estadísticamente significativas con la nota final del curso. Las variables categóricas con mayor incidencia sobre la aprobación del curso fueron: el tipo de colegio (público, privado o semiprivado) y su modalidad (académico, técnico, experimental bilingüe), junto con la percepción de los estudiantes sobre sus dificultades en matemática a nivel de secundaria.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The goal of this paper was to determine some personal or family factors or variables of freshmen enrolled in the General Mathematics course taught at the Technological Institute of Costa Rica affecting their academic performance in that course. The sample was comprised of 729 freshmen enrolled in the General Mathematics course in the first half of 2018. Data was collected using an online questionnaire prepared with 90 questions (11 open ended and the remaining multiple choice), which was applied during the first two weeks of classes to minimize the risk of losing information due to justified withdrawals or dropouts. Additional data was requested from the Admissions and Registration Office of the Technological Institute of Costa Rica and analyzed to determine which of the variables had an impact on the results (passed - failed) or the final grade in the course. Regression analysis and non-parametric tests of goodness of fit and independence were used. The factors that presented statistically significant correlations with the course final grade were average university admission score, grades in the mathematical and verbal reasoning sections of the academic proficiency test, grade point average (GPA) from the last two years of secondary education, and monthly family income. The categorical variables with the greatest impact on passing the course were type of high school (public, private, or semi-private) and modality (academic, technical, experimental bilingual), together with the students' perception of their difficulties in high school mathematics.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este trabalho teve como objetivo determinar alguns fatores ou variáveis pessoais, ou familiares, que influenciam o desempenho acadêmico de estudantes do primeiro ano do curso de Matemática Geral do Instituto Tecnológico da Costa Rica. A amostra foi composta por 729 estudantes do primeiro ano que se matricularam no curso de Matemática Geral no primeiro semestre de 2018. Para a coleta da informação, foi formulada e realizada uma enquete on-line com 90 perguntas (11 de respostas abertas e as demais de seleção), aplicada durante as primeiras duas semanas de aula, para minimizar o risco de perda de informações gerada pelas saídas justificadas ou abandonos de curso. Igualmente, foram pedidos, ao Departamento de Admissão e Registro do Instituto Tecnológico da Costa Rica, dados que foram analisados para determinar quais das variáveis influenciavam o resultado (aprovado - reprovado) ou a nota final do curso. Foram usados a análise de regressão e os testes não paramétricos de bondade de ajuste e independência. A média de admissão à universidade, as notas nas seções de raciocínio matemático e verbal da prova de aptidão acadêmica, a nota de apresentação (média das notas dos dois últimos anos da educação secundária) e a renda mensal do grupo familiar apresentaram correlações estatisticamente significativas com a nota final do curso. As variáveis categóricas com maior incidência na aprovação do curso foram: o tipo de colégio (público, privado o semiprivado) e sua modalidade (acadêmica, técnica, experimental bilingue), junto com a percepção dos estudantes sobre suas dificuldades em matemática no nível do ensino médio.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[rendimiento académico]]></kwd>
<kwd lng="es"><![CDATA[variables predictivas]]></kwd>
<kwd lng="es"><![CDATA[matemática universitaria]]></kwd>
<kwd lng="es"><![CDATA[matemática general]]></kwd>
<kwd lng="es"><![CDATA[reprobación]]></kwd>
<kwd lng="en"><![CDATA[academic performance]]></kwd>
<kwd lng="en"><![CDATA[predictive variables]]></kwd>
<kwd lng="en"><![CDATA[college mathematics]]></kwd>
<kwd lng="en"><![CDATA[general mathematics]]></kwd>
<kwd lng="en"><![CDATA[failing the class]]></kwd>
<kwd lng="pt"><![CDATA[desempenho acadêmico]]></kwd>
<kwd lng="pt"><![CDATA[variáveis preditivas]]></kwd>
<kwd lng="pt"><![CDATA[matemática universitária]]></kwd>
<kwd lng="pt"><![CDATA[matemática geral]]></kwd>
<kwd lng="pt"><![CDATA[reprovação]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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