Factores que pueden influir en la asistencia de los estudiantes a las tutorías presenciales en Matemáticas Empresariales

Abstract

The European Higher Education Area (EHEA) attaches priority importance to the teaching-learning process, in which tutoring plays an important role because they help to promote independent learning by students. In the framework of the EHEA, mentoring is seen from two sides. On the one hand, academic tutoring which traditionally has been developed in the Universities, and on the other hand, the personal and professional tutoring. The management teams of the different Centers at the University of Las Palmas de Gran Canaria are in charge of developing professional and personal mentoring, instead teachers are responsible for carrying out the academic tutoring, in which we will focus this work. Although, the development of information technology and communication has increased the use of the virtual environment for academic tutoring, it seems unlikely that instrumental subjects such as mathematics, tutoring assistance with teacher can be completely replaced. However, since the beginning of the new educational model we have seen, in the Business Mathematics course as the number of students, attending tutorials in professors' offices, have decreased. Therefore, we have proposed to study, using a regression model parametric nonlinear, the factors or covariates that may affect attendance or not the face to face tutorials.