The bachelor's degree in science and its admission to higher education in Ecuador

Magni Guiuselly Andrade-Palacios; Alicia Ximena Baldeón-Zambrano

doi:10.21744/irjmis.v11n5.2467

Authors

Magni Guiuselly Andrade-Palacios
magni74@hotmail.com
Universidad Laica “Eloy Alfaro” de Manabí, Extensión Chone, Manabí, Ecuador
Alicia Ximena Baldeón-Zambrano Universidad Laica “Eloy Alfaro” de Manabí, Extensión Chone, Manabí, Ecuador

Keywords:

admission, Bachelor's degree in science, correlation, curriculum, higher education

Abstract

This research is carried out to evaluate the preparation of the bachelor's degree in science in relation to its admission to higher education in Ecuador. The research has a mixed approach, the methodology includes descriptive analysis and correlations using SPSS software. The result was a low-moderate positive Pearson correlation of 0.272 between the two variables with a confidence level (bilateral significance) of 0.003. 64% of respondents indicated they had successfully entered higher education while 36% indicated they had not; Furthermore, the discrepancy between the perceptions of students and teachers are the most important findings, this suggests the curricular review of the baccalaureate in science to guarantee its alignment with the demands of higher education in Ecuador.

Downloads

Download data is not yet available.

References

Cabezas, D. (2021). Replantamiento de Currículo. Labmovil.

Chan, C. K., Fong, E. T., Luk, L. Y., & Ho, R. (2017). A review of literature on challenges in the development and implementation of generic competencies in higher education curriculum. International Journal of Educational Development, 57, 1-10. https://doi.org/10.1016/j.ijedudev.2017.08.010

De Donder, P., & Martinez-Mora, F. (2017). The political economy of higher education admission standards and participation gap. Journal of Public Economics, 154, 1-9. https://doi.org/10.1016/j.jpubeco.2017.07.004

Erreyes, H. M. B., Murgueitio, E. D. Q., Flores, J. A., & Tapia, F. A. F. (2019). Ingreso de estudiantes del bachillerato a la educación superior ecuatoriana desde una perspectiva estudiantil. Polo del Conocimiento: Revista científico-profesional, 4(5), 3-20.

Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7(2), 95-105. https://doi.org/10.1016/j.iheduc.2004.02.001

Gurat, M. G., del Rosario, F. Y. G., Dizon, P. K. L., & Saludarez, M. U. (2018). Assessment of research faculty development program efficacy in writing research proposals. International Research Journal of Management, IT and Social Sciences, 5(4), 1–17. https://doi.org/10.21744/irjmis.v5n4.238

Heinesen, E. (2018). Admission to higher education programmes and student educational outcomes and earnings–Evidence from Denmark. Economics of Education Review, 63, 1-19. https://doi.org/10.1016/j.econedurev.2018.01.002

IBM. (2019). Análisis de fiabilidad.

Lambrechts, W., Mulà, I., Ceulemans, K., Molderez, I., & Gaeremynck, V. (2013). The integration of competences for sustainable development in higher education: an analysis of bachelor programs in management. Journal of Cleaner Production, 48, 65-73. https://doi.org/10.1016/j.jclepro.2011.12.034

Leigh, D. E., & Gill, A. M. (2003). Do community colleges really divert students from earning bachelor's degrees?. Economics of Education review, 22(1), 23-30. https://doi.org/10.1016/S0272-7757(01)00057-7

Lozano, R., Lozano, F. J., Mulder, K., Huisingh, D., & Waas, T. (2013). Advancing higher education for sustainable development: international insights and critical reflections. Journal of Cleaner Production, 48, 3-9. https://doi.org/10.1016/j.jclepro.2013.03.034

Luesia, J. F., Benitez, I., Company-Córdoba, R., Gomez-Gomez, I., & Sanchez-Martin, M. (2023). Assessing the relevance of academic competencies in college admission tests from a higher-order thinking perspective: A systematic review. Thinking Skills and Creativity, 48, 101251. https://doi.org/10.1016/j.tsc.2023.101251

Machado, J. (2023). Estos son los tres pasos para el ingreso a la universidad en 2023. PRIMICIAS. Obtenido de https://www. primicias. ec/noticias/sociedad/acceso-registro-ingreso-universidades.

McDonough, J., Shaw, C., & Masuhara, H. (2013). Materials and methods in ELT: A teacher's guide (Vol. 2). John Wiley & Sons.

Ministerio de Educación. (2014). Precisiones metodológicas y curriculares para el bachillerato general unificado.

Ministerio de Educación. (2015). Currículo de bachillerato emprendimiento y gestión.

Ministerio de Educación. (2016). Malla Curricular – Bachillerato General Unificado [Comunicativo].

Ministerio de Educación. (2019). Bachillerato General Unificado.

Ministerio de Educación. (2022). ACUERDO Nro. MINEDUC-MINEDUC-2022-00010-A.

Sampieri, R. H. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw Hill México.

SENESCYT. (2023a). Cronograma SENESCYT 2023 – Proceso Admisión. https://ecuadorec.com/cronograma-snna-senescyt-examen-transformar/

SENESCYT. (2023b). Preguntas frecuentes proceso de acceso a la educación superior. https://www.registrounicoedusup.gob.ec/media/2023/09/PREGUNTAS-FRECUENTES_PROCESO-DE-ACCESO_DAU.pdf

Shawer, S. F. (2010). Classroom-level curriculum development: EFL teachers as curriculum-developers, curriculum-makers and curriculum-transmitters. Teaching and teacher education, 26(2), 173-184. https://doi.org/10.1016/j.tate.2009.03.015

Strijbos, J., Engels, N., & Struyven, K. (2015). Criteria and standards of generic competences at bachelor degree level: A review study. Educational Research Review, 14, 18-32. https://doi.org/10.1016/j.edurev.2015.01.001

Torres Gómez, H. P. (2016). El desarrollo del sistema de educación superior analizado desde las figuras jurídicas de suspensión y extinción de universidades y escuelas politécnicas (Master's thesis, Universidad Andina Simón Bolívar, Sede Ecuador).

UNESCO. (2020). Hacia el acceso universal a la educación superior: Tendencias internacionales.