The Tutorial Teaching as an Educational Support Tool to Optimize Academic Performance at the Universidad Veracruzana

Abstract

In recent years, higher education students have faced numerous challenges, including academic difficulties. For this reason, educational institutions continuously strive to achieve high-quality education through tutoring programs that contribute to comprehensive training and improve learning performance, thereby helping to prevent academic lag and the risk of dropout. Universidad Veracruzana is no exception, implementing actions to strengthen individualized instruction, known as tutorial instruction, by creating Support Programs for Comprehensive Training, which helps to reinforce knowledge in learning education. The objective of this research is to determine whether tutorial instruction serves as an effective educational support tool to enhance academic efficiency among students of the faculty of Accounting and Business, in the Veracruz Region at Universidad Veracruzana, specifically within the Accounting Program. Quantitative data was collected from representative probabilistic samples of students who used tutorial instruction as a tool in the Cost Accounting 1 learning education, as well as those who did not. A hypothesis test for two independent samples was conducted using the final evaluation grades. The results led to the rejection of the null hypothesis, which stated that the average final evaluation scores were the same for all students. The study concludes that the average final evaluation scores were higher for students who participated in the Support Program for Comprehensive Training.

The objective of this research is to determine whether tutorial instruction serves as an educational support tool to enhance academic efficiency among students of the faculty of Accounting and Business in the Veracruz Region at Universidad Veracruzana, specifically within the Accounting Program. Quantitative data was collected from representative probabilistic samples of students who used tutorial instruction as a tool in the Cost Accounting 1 learning education, as well as those who did not. A hypothesis test for two independent samples was conducted using the final evaluation grades. The results led to the rejection of the null hypothesis, which stated that the average final evaluation scores were the same for all students. The study concludes that the average final evaluation scores were higher for students who participated in the Support Program for Comprehensive Training.