SISET: A SYSTEM FOR TUTORING FOLLOW-UP IN STUDENTS OF MEDIUM AND HIGH LEVEL EDUCATION IN MEXICO

F.J. Lozano1, S. Cruz1, R. Servin1, S. Treviño-Siller2

1Universidad Nacional Autonoma de Mexico (MEXICO)
2National Institute of Public Health of Mexico (MEXICO)
The problem of scholar desertion has been a tendency and a preoccupation in Mexico since several years ago, including elementary levels to superior ones. According to recent data from 100 students who start elementary education only 47 will be able to enter university, and 40% of those 47, in average, will conclude their professional studies on time. Some of the main reasons for desertion and delay have been identified as: low socioeconomic level, low educational level of parents, not adequate studying habits, peer influence (youngsters in an adverse context), early pregnancy (starting a family) and need for job. In order to obtain a better academic level and decrease non approbation index as well as to increase conclusion index in medium and superior educational level the General Direction of Educational Orientation of the National Autonomous University of Mexico designed and developed a computerized tutorial system accessible through a web site related to a data base on line for follow up in students with scholarship since 2008. The data base is constantly actualized according to each tutorial session and tutor might consult their students’ situation at any time. This system allows tutor to get familiar with socioeconomic and academic student`s background as well as to identify possible risk factors, it also permits to make a diagnosis of the student current situation depending on familiar and academic factors, which can be modified during tutorial period and evaluated after. The main advantage of the system is that it allows tutor to make a qualitative and a quantitative follow up of the academic advances and retrocession of the student related with the tutor actions. Main results indicate that this system has a significant impact in decreasing desertion index because data comparing students who receive tutorial advice without the system indicate still more desertion than data of students receiving tutorial advice with the computerized system. We believe that because computerized system was clearly designed to direct tutorial advice systematically which implies that all tutors must attend specific areas (socioeconomic profile, educational culture, personal life experiences, etc.) it allows a more successful support for students.