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Factors Affecting Performance in Differential Calculus at Universidad Santo Tomás
This research article aims to show an analysis about academic and non-academic factors that affect first semester engineering students at Universidad Santo Tomás, and their impact in the course of Diffe rential Calculus. The methodology used is quantitative with a non experimental design and the instruments used were the databases of the reinforcement workshop offered by the Department of Ba sic Sciences to first semester students, as well as the grade base of the Differential Calculus course and the characterization form base of the student support committee. The results of the study show that about 78 % of the students fail the diagnostic assessment in mathematics that is developed before the reinforcement course, presenting the greatest problems in the topics of potentiation, fac torization and equations. In addition, of the students who fail the re inforcement course, 46 % fail the Differential Calculus course. When analyzing the results of the post-test of the reinforcement course, it is evident that the percentage of success is increased in almost all the reinforced subjects; however, this percentage is still low. It is also confirmed that factors such as lack of previous knowledge, age and test anxiety play an important role in the transition between secondary and higher education, and have an impact on academic performance. Therefore, it is necessary to formulate student reinfor cement and support strategies.
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