Student Perception of the UANL's Institutional Tutoring Program: Are We Doing Enough?
Abstract
The objective of this research paper was to examine the perception of students in the Industrial Administrator Engineering program at the Universidad Autónoma de Nuevo León (UANL) regarding the effectiveness and relevance of the Institutional Tutoring Program (PIT). This study was based on current institutional regulations and was conducted with a sample of 175 students from the first four semesters, who represent a fundamental part of the program's target population. To evaluate student perception of the PIT, a survey was designed to address key variables such as academic support and comprehensive support—both fundamental components of the program—as well as academic dropout and sociodemographic factors. This research revealed significant findings regarding how students perceive and utilize the PIT. While high levels of recognition and access to guidance were observed, converting this awareness into effective use presents certain challenges. Specifically, a gender difference was identified in participation and the perceived utility of the PIT. The study emphasizes the need to develop strategies that encourage greater student participation and ensure more equitable adoption. Furthermore, a detailed analysis of perceptions regarding academic and comprehensive support was included, providing a solid foundation for future improvements in the design and implementation of the PIT at UANL.
Downloads
References
Alcocer Martínez, F. R., Quijano García, R. A., y Chuc, G. G. (2022). Impacto del género del tutor y tutorado en el programa de tutorías del nivel superior en el sureste de México. Revista Electrónica sobre Tecnología, Educación y Sociedad, 9(18). https://www.ctes.org.mx/index.php/ctes/article/view/782
Angulo Moreno, Á. de J., y Urbina Barrera, F. (2021). Implementación y retos de la tutoría integral: indicadores y percepción de estudiantes en tres universidades del norte de México. Revista Latinoamericana de Estudios Educativos, 51(3), 201-229. https://doi.org/10.48102/rlee.2021.51.3.393
Araneda-Guirriman, C. A., Obregón, A. F., Pérez, P. A., y Catari-Vargas, D. A. (2020). Percepción de los estudiantes tutorados sobre el programa de tutores pares y su relación con el desempeño académico: evidencia desde el norte de Chile. Formación Universitaria, 13(3), 19-30. https://doi.org/10.4067/S0718-50062020000300019
Asociación Nacional de Universidades e Instituciones de Educación Superior [ANUIES]. (2000). Programas institucionales de tutoría: Una propuesta de la ANUIES para su organización y funcionamiento en las instituciones de educación superior.
Asociación Nacional de Universidades e Instituciones de Educación Superior [ANUIES]. (2022). Panorama de la educación superior en México. https://www.anuies.mx
Benítez, S. M. (2018). Tutoría académica universitaria: Percepción de estudiantes de la Facultad de Odontología. Revista Científica Estudios e Investigaciones, 7(1), 6–23. https://doi.org/10.26885/rcei.7.1.6
Bleiberg, Joshua, Carly D. Robinson, Evan Bennett, and Susanna Loeb. (2025). The Impact of Tutor Gender Match on Girls’ STEM Interest, Engagement, and Performance. (EdWorkingPaper: 25-1178). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/n6xz-cs89
Chirikán-Shmukané, C. S., y De la Cruz-Martínez, J. (2023). La tutoría académica con perspectiva de género: Una propuesta para implementar en la Licenciatura en Enseñanza de las Artes de la Universidad Veracruzana. En M. E. Reyes-Monjaras, F. J. Tejero-Bolón, L. Zaleta-Morales & D. A. González-
Hernández (Eds.), Trascender en la educación y en la formación integral (Vol. IV, pp. 32–42). Handbooks. https://doi.org/10.35429/H.2023.12.1.125
Espinoza, A. M., y Albornoz, N. (2023). Sexismo en educación superior: ¿Cómo se reproduce la inequidad de género en el contexto universitario? Psykhe, 32(1), 1–37. https://doi.org/10.7764/psykhe.2021.35613
Gargallo Castel, A. F., Pérez-Sanz, F. J., y Esteban-Salvador, L. (2019). Percepción del alumnado universitario sobre las tutorías académicas: Revisión de los factores relevantes. Educatio Siglo XXI, 37(3), 55–82. https://doi.org/10.6018/educatio.399161
Miles, J. A., and Naumann, S. E. (2023). Gender differences in intentions to seek personal counselling: The mediating role of social self-concept. British Journal of Guidance & Counselling, 52(4), 732–744. https://doi.org/10.1080/03069885.2023.2196711
Secretaría de Educación Pública [SEP]. (2023). Indicadores educativos: Abandono escolar en educación superior. Gobierno de México. https://www.gob.mx/sep
Universidad Autónoma de Nuevo León [UANL]. (2019). Normativa de tutoría académica de la UANL. Secretaría Académica. https://www.uanl.mx
Yucra-Mamani, Yudi Janeh. (2021). Tutoría universitaria en tiempos de pandemia: una prioridad para los estudiantes del altiplano de Puno. Revista Historia de la Educación Latinoamericana, 23(37), 113-137. Epub April 28, 2022. https://doi.org/10.19053/01227238.12705
Vieira do Nascimento, D., Roser-Chinchilla, J., y Mutize, T. (2021). Mujeres en la educación superior: ¿La ventaja femenina ha puesto fin a las desigualdades de género? Instituto Internacional de la UNESCO para la Educación Superior en América Latina y el Caribe. https://unesdoc.unesco.org/ark:/48223/pf0000377183
This work is licensed under a Creative Commons Attribution 4.0 International License.
In order to promote the development and dissemination of research in education in Latin America, the Ibero-American Journal for Educational Research and Development (RIDE) adhered to the Budapest Open Access Initiative, which is why it is identified as a Open access publication. This means that any user can read the complete text of the articles, print them, download them, copy them, link them, distribute them and use the contents for other purposes. Creative Cummons licenses allow users to specify the rights to use an open access journal available on the Internet in such a way that users know the rules of publication. Authors who publish in this journal accept the following conditions: Authors they keep the author's rights and give the magazine the right of the first publication, with the work registered with the attribution license of Creative Commons, which allows third parties to use the published material whenever they mention the authorship of the work and the first publication in this The authors can make other independent and additional contractual agreements for the non-exclusive distribution of the version of the article published in this journal (eg, include it in an institutional repository or publish it in a book) as long as they clearly indicate that The work was published for the first time in this magazine. Authors are allowed and recommended to publish their work. low on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and to a greater and faster dissemination of the published work
