Acompañamiento académico mediante facilitación del aprendizaje entre pares: una estrategia efectiva para progresar desde el primer año y permanecer en la universidad: Academic support through peer learning facilitation: an effective strategy to progress from the first year and remain in the university

Abstract

Abstract

Moving towards an inclusive higher education necessarily involves welcoming and valuing the diversity in previous learning and educational development expectations of the students, generating opportunities for participation in the processes of academic and social accompaniment to university life. The objective of this study is to analyze the effectiveness of the academic support program, through peer learning facilitation, on performance and permanence, at one state university of Chile. Non-probabilistic sample of 966 freshmen in a situation of academic vulnerability participating in the program (years 2014-2017) and 966 equivalent pairs that do not participate. The results show statistically significant differences in academic performance in favor of the participating students and a significant association between participation and approval of a key subject in the first year and retention to second year. The methodological integration that it combines, academic advice and peer learning, has contributed to progressively reduce the risk of failing key subjects and dropping out, improving the expectations of persisting successfully in the university.