EL PUNTAJE QUE OBTIENEN LOS ESTUDIANTES DE CONTADURÍA PÚBLICA EN EL EXAMEN GENERAL DE EGRESO DE LA LICENCIATURA (EGEL) Y SU RELACIÓN CON EL PROMEDIO OBTENIDO DURANTE SU CARRERA.
DOI:
https://doi.org/10.19136/hitos.a0n44.500Keywords:
Evaluación educativa. Examen general de egreso de la licenciatura (EGEL). Rendimiento académico. Promedio académico. Índice CENEVAL.Abstract
RESUMEN Objetivo: Este estudio pretende probar si existe relación entre el promedio académico que obtienen los alumnos de contaduría pública durante sus estudios de licenciatura, con el puntaje que logran en el examen general de egreso de la licenciatura (EGEL). Material y métodos: El estudio se hizo con 47 estudiantes de la Unidad Zona Media de la Universidad Autónoma de San Luis Potosí de la carrera de contaduría pública, de quienes se analizaron sus promedios académicos de la carrera, junto con sus puntuaciones de los exámenes de egreso de la licenciatura, tomados de sus registros escolares, a fin de efectuar los análisis estadísticos correspondientes, los cuales consistieron en aplicar las técnicas de regresión lineal, tanto simple como múltiple, a los datos colectados. Resultados: Se ha probado que los alumnos de mayores promedios durante la licenciatura, alcanzan mayores puntajes en los exámenes de egreso que aplica Ceneval. Las materias que más se correlacionan con el puntaje del examen EGEL son las del área fiscal, las que a su vez también se asocian al promedio escolar que obtiene el alumno durante su carrera en tales asignaturas, lo cual también se ha dado para el caso de las materias del área de contabilidad. Conclusiones: Aún cuando se han encontrado correlaciones significativas, los ajustes de regresión han sido pobres, lo cual sugiere la necesidad de trabajo posterior con una mayor cantidad de datos. Asimismo, se sugiere revisar los programas académicos de las materias de las áreas de finanzas, costos y auditoría y compararlas con los reactivos correspondientes del examen EGEL de dichas áreas, ya que podría darse el caso que hubiera diferencias, lo cual sería un indicador de que habría que modificar los contenidos programáticos de tales asignaturas. ABSTRACT Objective: The purpose of this study is to prove whether or not there is a relationship between the graduate academic average obtained by Public Accounting students during their degree studies, and the score obtained by these students in their general graduate exam (EGEL). Material and methods: The study was conducted among 47 Public Accounting students from the Unidad Zona Media of the Universidad Autónoma de San Luis Potosi, whose academic graduate averages and their scores obtained in their graduate general exam (EGEL) were analyzed. This information was taken from their school records, so that the statistical analyses consisting on the application of lineal regression techniques, not only simple but also multiple, with the gathered data, could be done. Results: It has been proven that the graduates who reached higher grade point averages during their degree, also reached higher scores in the graduate general exams applied by Ceneval. The subjects that have the most direct correlation with their EGEL test scores include those from the fiscal area. These subjects are also associated with the average grades that students obtained throughout their program in field-related subjects, as well as in accounting-related subjects. Conclusions: Although significant correlations have been identified, the regression adjustments have been poor; this suggests the need to conduct subsequent studies that include a larger amount of data. Likewise, it is advisable to review the academic programs of subjects in the areas of Finance, Cost and Audit, to compare them with the items of EGEL test that correspond to these areas, given that there could be differences, which would indicate the need to modify the programmatic contents of such subjects.Downloads
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