Abstract:

In Higher Education there is a quality factor related to academic performance to consider, since it is a relevant indicator that accounts on the educational reality. The monitoring of academic student´s background and the generation of performance data provides information for the decision making to help students’ school trajectory. New educational paradigms demand institutions to provide a follow up on performance and products. Students are the primary users of school services, that is the main reason of institutional rational. Observational actions have shown that success in school life is no longer based solely on ability to survive. This phenomenon is more complex since it is a sociological matter. Students’ success is indeed determined by interactional behavior as well as the acquisition of knowledge plus skills, attitudes and values. Educational institutions need to understand how academic competencies are developed so they can take action responsibly, and so, implement psychological education strategies in order to identify the difficulties that might arise during school attendance.

This paper focuses on the implementation of a psycho pedagogical support intervention in college students, especially for those students who become repeaters and for those conditioned to undergo the last chance to remain in school.

The Faculty of Education and Innovation (FPIE) of the Autonomous University of Baja California (UABC) conducted a set of scheduled interviews to assess drop outs´ situations accounted along the different stages during their stay in school.

The psycho pedagogical intervention reported focuses on identifying some of the situations that lead students to be at an academic disadvantage as well as the identification of some factor that lead students to drop out.

The data reported gives an overview of the supports and commitments of students and school staff, which are responsible for students´ school performance.

The psycho-pedagogical intervention strategy was conducted in the following phases:
1. First, a written notice given to tutors and teachers who have students in risk to fail the course, or students entitled to undergo permanent assessment.
2. Interview those students undergoing permanent evaluation and that failed a subject.
3. Interview teachers and tutors about students with low performance and who failed.
4. Meet class leaders and collect information about timely monitoring.
5. Generating the report from monitoring obtained by failing.
6. Provision of educational guidance service by the Counselor.
7. The earlier stages are repeated in the second cut evaluation usually takes place in the eleventh week of the start of classes as the school calendar.
8. Generate the final report on monitoring and achievement obtained by the failing.


Some of the results indicate that the situations that cause students to fail are of personal type. Secondly, the need of economic funds forces them to work and neglect their studies. On the other hand, teachers generally identify frequent absentees, and those who are frequently late for class as well as those who fail to deliver work on time.

Students have expressed a favorable perception about the work that teachers are doing in this matter. To increase students´ chance to remain students in school and to perform successfully, the Faculty has focused on the requirements afore mentioned by the students.

Keywords:

Academic performance, psycho-pedagogical support, academic disadvantage.