Academic performance and its impact on the dropout of first semester students at the Tena Higher Technological Institute

Abstract

Student attrition represents a critical challenge in higher education, especially during the first academic semesters. The identification of personal, social and academic factors that directly affect this poses an important challenge for the educational community. The objective of this study was to diagnose the causes of low academic performance and its impact on the dropout of first semester students at the Tena Higher Technological Institute. Through a descriptive, non-experimental and transversal study, a sample of 60 students and 10 teachers were analyzed, using validated instruments: the Academic Motivation Scale (EMA) and the University Dropout Questionnaire (CDUe). The results obtained revealed generally low levels of academic motivation, with demotivation and amotivation as predominant factors in low performance. Additionally, three common patterns were identified in students who drop out of the program: insufficient academic support, weak functional support networks, and perception of limited institutional support. The teachers emphasized the absence of vocational guidance, inadequate psychological support and little participation in extracurricular activities as determining factors. In conclusion, the combination of motivational factors and the lack of comprehensive support systems constitute critical elements in academic performance and dropout. Specific intervention strategies are proposed, including personalized tutoring, the creation of support networks and strengthening intrinsic motivation are essential to improve student retention and academic performance.