Resumen

CHIAVONE, Luciana et al. Is performance associated with teaching devices? A cross-sectional study at the Faculty of Psychology at the University of Alicante (Udelar) in 2023. InterCambios [online]. 2025, vol.12, n.1, e205.  Epub 01-Dic-2025. ISSN 2301-0118.  https://doi.org/10.29156/inter.12.6.

The Faculty of Psychology at Udelar is a public, open-access institution, with an active population of approximately 12,000 students by 2022, and an annual enrollment of approximately 2,500 students. One of the problems it presents is the high percentage of failures, low performance and poor class attendance. Performance according to Tejedor (2003) is associated, among others, with academic variables related to teaching programs and methodologies. This study aimed to know the performance in Mandatory Curricular Units (UCOs) of the 2013 Curriculum of the Degree in Psychology and its relationship with teaching devices. A quantitative, transversal and analytical approach was used. We worked with the intermediate minutes describing the variables: approved, exonerated, deferred, abandoning the course and the grades obtained. The teaching and evaluation modalities of the UCOs were systematized through an online form completed by teachers. The teaching devices are divided into plenary sessions (groups of 1000 students without attendance control) and seminars (groups of 40, 60 or 90 students with attendance control and continuous evaluation). This study allowed us to identify that as progress is made in training cycles, dropout rates stabilize while performance improves. It is concluded that seminar devices favor permanence, and are related to better levels of performance and grades, which can constitute a contribution to the definitions of academic policies for quality teaching.

Palabras clave : performance; teaching devices; higher education.

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