Rendimiento académico de estudiantes de la licenciatura de química en Venezuela: un estudio de género

The objective of this work was to analyze the academic performance of university education students in chemistry degrees: average grades, efficiency, effectiveness and dropout levels. Through these indicators, it is asked if there were gender differences in academic performance. The study was based on the theories of the authors; Barahona (2014), Aguiar, et al (2011), Vergara and Mola (2012), Ferreiro et al (2014) Adigun et al (2015), Goni (2015), Apaak and Sarpong (2015). The sample was of all registered students, from 2007 to 2016, in the degree of chemistry at the University of Zulia (LUZ) - Venezuela, the largest university in the country. Parameters such as gender, career, year of enrollment, courses taken and grade point average were used. The data reliability test, the alpha test and the t test, were performed for two independent groups with an alpha significance level of .05. The results revealed that the indicators used are reliable with a Conbrach 0.839 alpha and that there are no significant genders differences in terms of academic performance. Looking for gender differences in the desertion, high levels of desertion were observed in both sexes. Concluding that the parameters studied are reliable to determine academic performance. For the sample taken, it is not affected by the gender condition of the students.