Abstract:

This study analyzes the relationship between students’ perceptions and academic performance in a first-year Mathematics course within engineering degrees. A longitudinal approach is adopted, combining data from three surveys administered at different stages of the semester (beginning, mid-term, and end) with objective academic indicators, including continuous assessment tests, mid-term exams, and final exam results.

The surveys explore students’ self-perception of prior knowledge, their evaluation of teaching methodology, use of learning resources, and perceived difficulties. At the same time, academic performance data provide an objective measure of learning outcomes throughout the course.

The results reveal a significant shift in students’ perceptions after the first mid-term exam, identified as a key turning point in the learning process. Initially, students report moderate confidence in their preparation, which decreases after the first assessment, followed by a gradual recovery by the end of the semester. This evolution is accompanied by changes in study habits and increased use of digital learning resources.

When comparing perception with performance, a notable discrepancy is observed at mid-term, where a large proportion of students perceive their results as being below their actual level of understanding. However, this mismatch tends to reduce by the end of the course, suggesting a progressive alignment between students’ self-perception and their academic performance.

These findings highlight the importance of combining subjective and objective data to better understand the learning process in first-year mathematics courses. The study provides relevant insights for teaching improvement, particularly regarding the design of formative assessment strategies and support mechanisms during critical phases of the semester.

Keywords:

Student perception, academic performance, longitudinal study, mathematics, education.