Abstract:

There are numerous studies developed in order to identify the factors that influence the academic performance of students. In many cases, the qualification obtained by the students in the different subjects studied has been considered as explanatory variable of said performance.

However, after the implementation of the degrees, there has been a significant change in the teaching-learning process, incorporating in it the development of continuous assessments that allow analyzing whether the development of the student is desirable or there is a lack that should be corrected.

It seems appropriate, therefore, to analyze if this part of the evaluation process shows differences in some of the factors related to the pre-university background of students as well as regarding certain personal characteristics (socioeconomic level, level of studies of parents, gender, ... ). If these differences are confirmed, an evaluative model that optimizes learning could be designed.

Thus, to address the proposed objective information from students of the Grade in International Business (GIB) offered by the University of Valencia has been considered. Making use of descriptive tools (graphs, reduction measures, ...) some of the results obtained postulate as a discriminating factor the type of pre-university studies studied. On the other hand, although students from public schools obtain better results than those from private schools, the difference is not insignificant enough to consider the pre-university center of origin as a discriminating factor in the proper development of continuous assessment.

Keywords:

Factors, academic performance, continuous assessment, pre-university, descriptive analysis.