Influence of active methodologies and the incidence of sociological

factors in the desertion and permanence of SENA

..........................................

Influencia de las Metodologías activas y la incidencia de los factores sociológicos en la

deserción y permanencia de los aprendices SENA

Cristhian A. Gallón

Ibeth Y. Velásquez

ABSTRACT

The new methods in the twentieth century are

characterized by an increasingly less

expository and dogmatic teaching: things

instead of words; study by personal

observation instead of knowledge by the

teacher; real construction. In relation to the

above mentioned, agile or active

methodologies intend to generate dogmatic

and radical changes in the way in which

knowledge is carried and acquired, it has a

bilateral impact, since it is concerned both with

the teaching exercise and with the student's

perception, it proposes to place the student as

the protagonist axis on which knowledge is

built, mediated by previous knowledge,

valuing his subjective experience and

dismantling traditional paradigms. This is why

such active teaching methodologies have a

direct impact on the academic permanence of

students, since it enables active participatory

learning, where the learner explores his

potential and identifies vocations while

acquiring and assimilating knowledge, from a

personal frame of reference contextualized in

Received: November 23, 2022

Approved: December 10, 2022

...........................................

Psicólogo Maestría en Educación

Corporación Universitaria

Iberoamericana

Bogotá, Colombia

cgallonm@ibero.edu.co

https://orcid.org/0000-0001-5247-

0053

Psicólogo Corporación Universitaria

Iberoamericana

Bogotá, Colombia

Ivelazq4@ibero.edu.co

https://orcid.org/0000-0003-0780-

4258

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

their tastes, learning rhythms and motivations.

These characteristics contribute to the

mitigation of problems of absenteeism and

academic desertion, while playing

ambivalently as a protective factor that

mitigates the effect of sociological difficulties

in the self.

Keywords: Active methodologies, learner

permanence, motivation, learning .

RESUMEN

Los nuevos métodos en el siglo XX se

caracterizan por una enseñanza cada vez

menos expositiva y dogmática: las cosas en

lugar de las palabras; el estudio por la

observación personal en lugar del

conocimiento por el maestro; la construcción

real. En relación a lo antes mencionado, las

metodologías agiles o activas pretenden

generar cambios dogmáticos y radicales en la

forma en la cual se lleva y adquiere el

conocimiento es de impacto bilateral, ya que,

se preocupa tanto por el ejercicio docente

como por la percepción del alumno, propone

ubicar al estudiante como ejes protagónicos

sobre el que se construye el conocimiento

mediado por saberes previos, valorando su

experiencia subjetiva, desmotando

paradigmas tradicionales. Es por esto que

dichas metodologías de enseñanza activa

tienen una incidencia directa en la

permanencia académica de los estudiantes, ya

que, posibilita un aprendizaje activo

participativo, donde el aprendiz explora sus

potencialidades e identifica vocaciones al

mismo tiempo que adquiere y asimila el

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

conocimiento, desde un marco de referencia

personal contextualizado en sus gustos, ritmos

de aprendizaje y motivaciones. Dichas

características, contribuyen a la mitigación de

problemáticas de ausentismo y deserción

académica, al mismo tiempo que juega de

forma ambivalente como factor protector que

atenúa el efecto de dificultades sociológicas en

el ser.

Palabras clave: Metodologías activas,

aprendiz permanencia, motivación,

aprendizaje.

Introduction

The SENA Tecnoacademy is a learning scenario, equipped with emerging technologies

to develop innovation-oriented competencies, through project-based training, to

optimize useful knowledge that enables the apprentice for the world of work with

innovative solutions for companies and productive sectors.

At the beginning of this year, the National Learning Service (SENA), through its

Tecnoacademia program, provided more than 1,260 places for students of basic and

complementary secondary education, interested in the different lines of training in

science, technology and innovation in the sub-region of Eastern Antioquia, to enroll

and acquire free classroom training, which due to the effects of the current COVID 19

health emergency was forced to be developed virtually, framing certain sociological

factors that affect early class desertion.

The main sociological factors that affect virtual education dropout are the low

resources that families have to acquire technological tools such as digital equipment,

access and maintenance of connection networks in rural areas of Antioquia; the lack

of pedagogical adaptability by instructors in virtual environments, digital literacy on

the part of trainees, the lack of interactive spaces and feedback within the classroom,

the alteration of communication links with peers.

As well as the intrinsic motivational factors that play a determining role in

permanence, generating personal interpretations of facts and contextualized

situations about the training dynamics given in virtual learning environments.

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

An epistemic scan was made through different articles and research projects, which

allow the generation of a state of the art in which the results generated in previous and

recent research on the subject are compiled, establishing criteria of relationship in

academic desertion in virtual environments and how active methodologies can

mitigate or impact this problem.

Materials and methods

The study is of a mixed type, which consists according to Hernández et al (2014) in the

systematic integration of quantitative and qualitative methods in a single study in

order to obtain a more complete "photograph" of the phenomenon; they represent that

set of empirical and critical research processes through the collection and analysis of

quantitative and qualitative data, as well as their integration and joint discussion, to

make inferences product of all the information obtained, in order to achieve a greater

understanding of the phenomenon under study.

The research is developed with apprentices enrolled at the Center for Innovation,

Agroindustry and Aviation, whose ages range from 10 to 17 years old, who are in

elementary or middle school and are residents of the municipalities of Eastern

Antioquia.

Depending on the development of the project, the semi-structured interview is the

method used in the research to ask questions to a sample of participants via e-mail, in

order to collect and analyze the data that will serve as support for the research.

Table 1. Data collection instruments

Specific objectives

Techniques

Instruments

To characterize the

population that

participates in

specialized or

complementary

training courses of

SENA, Oriente

Antioqueño branch

(Tecnoacademia

program) to identify

the initial perception

of students and

Successful case study,

which refers to "the

study of the

particularity and

complexity of a

singular case, in order

to understand its

activity in concrete

circumstances"

(Stake, 1998). This

method was chosen

because it will allow

Semi-structured

interview

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

teachers in relation to

the strategic

components that a

pedagogical model

should have and the

importance of

vocational

development...

an in-depth study of

the most successful

and the least

successful cases of a

program and to

inquire about their

particularities,

challenges, barriers

and difficulties.

Source: Own elaboration

The information gathering instrument is the in-depth interview, which according to

Robles (2011), has the intention of "entering into the life of the other, penetrating and

detailing the transcendent, deciphering and understanding the tastes, fears,

satisfactions, anxieties and joys, significant and relevant of the interviewee; it consists

of building step by step, thoroughly the experience of the other" (p.40).

This type of interview is the one that has aroused the greatest interest, since it is

associated with the expectation that the interviewees are more likely to express their

points of view in a relatively open manner than in a standardized interview or

questionnaire. Through these we sought to characterize the population under study

and their perspectives regarding the nodal categories of this research: learning models,

sociological factors, vocational development, social innovation, youth and society.

In order to identify the main factors that influence virtual educational desertion and

how active methodologies influence the permanence of SENA apprentices belonging

to the Tecnoacademia Oriente-Antioqueño program, an interview was conducted with

25 students of the biotechnology and electronics and robotics training line, of which

13 were men and 12 were women, between 14 and 16 years old, in 9th, 10th and 11th

grades, with socioeconomic strata 1, 2 and 3 between the urban and rural sector.

Results

It was found that the student population in the initial phase has an initial vision of the

educational process that is identified with a negative social imaginary, where

education does not have a vocational purpose, nor a long-term purpose, nor personal

development.

On the other hand, the student population that participated in the interview considers

that it is necessary to continue changing the educational model and that it should be

aimed at allowing students to take advantage of their creative and imaginative

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

potential from different courses and areas of knowledge (not only those of the SENA

Technoacademy). In addition, young people insist that they are often not listened to

and that their ideas or proposals to solve problems in the community are not taken

into account by adults, which generates feelings of insecurity, helplessness and

distrust in them, so for them it is necessary that there are communication and trust

networks.

Students insist that this type of learning strategies should continue to be used in

schools, since they are a way in which they are the protagonists of the process, and

they feel useful when generating initiatives that can have an impact on their territory.

They also believe that generating these pilots with the welfare of the people with whom

they live in the school, neighborhood and municipality in mind, makes their bonds and

love for the territory grow. The successful pilots were: prosthesis for upper limb,

natural sweetener without sugar, sign language translator with neural network

interface. These pilots are part of the SDG goals such as: reduction of inequalities,

health and well-being, industry, innovation and infrastructure.

In relation to connectivity, in order to verify if this factor effectively causes desertion,

it was found that not all of them have an electronic device to receive their classes and

that 36% share it with a family member and 16% with two members. Likewise, it is

evident that although statistics show that 6.24% have access to the Internet, 3.12%

have access to the Internet from a public network to receive their virtual classes, which

makes the trainees disperse in their academic work and makes it difficult to attract

their attention.

Similarly, we sought to recognize the motivations and interests that can influence the

training exercise of the Tecnoacademia program trainees, with the question "Do you

think that the contributions in class are valued? 48% stated that they were valued,

while 24% indicated that they were valued almost always and 20% sometimes.

Likewise, 68% said that they were not bored in class and that the virtual contents of

the Tecnoacademia program were of interest to them.

It was also demonstrated that 85% of the students are committed to their virtual

classes and would not drop out of their academic training, because the topics taught

promote their academic and personal development, with 80% of the students

represented.

The questions also focused on active methodologies, asking: Do you consider that

using games in the classroom is essential for the learning process? 80% of the

respondents answered affirmatively, and it was also evident that they consider

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

experimentation and academic participation to be important, and 100% stated that the

knowledge acquired in the classroom should be applied to real problems in their

environment.

The facilitators were a relevant factor, since it was evidenced that they promote

participation, socialization and feedback in the class, for which the trainees responded

100% positively, 88% indicated that the facilitators provide feedback on their work,

indicating that 12% feel that this aspect needs to be strengthened.

Regarding the development of pedagogical training, 100% of the students responded

that learning was effective in virtual and distance learning, and 52% of them dedicated

an average of 1 to 2 hours to their virtual training, while 48% dedicated 2 to 4 hours.

Likewise, 100% indicated that they prefer face-to-face education to virtual education.

When asked about support from their family environment, 88% of Tecnoacademia

trainees have the support of their parents and feel confident in sharing their

knowledge.

In relation to the percentages, it was evidenced that the main factor of academic

desertion is due to the fact that most of the students do not have the resources to

acquire the necessary tools to develop their studies, which generates a lack of

motivation due to all the external factors and circumstances they are going through

and that have nothing to do with the didactics of the classes or with the contents.

This is why active methodologies are catapulted as the most appropriate response

within the learning approaches, since techniques such as the "flipped classroom" allow

closing gaps in educational access in digital matters, taking into account that this

technique is leveraged in the asynchronous and autonomous learning, of course the

problem of digital tools and connectivity remains latent, but pedagogy directly

influences not only to support the student in the academic processes, but in turn keeps

it active and participatory with an inclusive approach.

As mentioned by Barkley, Major and Cross (2014), active methodologies allow

students to develop projects according to their vocations and capabilities, which is why

active methodologies have a direct impact on motivation in the classroom, thus

establishing a direct correlation in terms of academic permanence and the impact of

sociological factors derived from day-to-day life.

However, most teachers are unaware of these techniques or methods, remaining stuck

in anachronistic forms of teaching, which evidently leads us to point out the lack of

educational public policies, in relation to the generation of programs that allow for

teacher updating and national guidelines that seek to generate standardized processes

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

within educational institutions, providing meaningful and lasting learning over time

from the self-motivation of the individual, which in turn mitigates academic dropout

rates and contributes to the development of the country.

Conclusions

Virtual education in Colombia has become a great challenge for educational

institutions, the lack of technological equipment, internet connectivity and the rural

and urban sector have affected the way in which students receive their classes.

One of the challenges faced by virtual education is the incidence of sociological factors

for student continuity and permanence, being economic resources and family and

social group influence the major cause of desertion. Therefore, it is essential that

virtual learning environments provide dynamic and attractive follow-up and

motivation mechanisms that contribute to solve the problems faced by students in a

clear, optimal, precise and timely manner, favoring complete educational trajectories.

As previously indicated, low economic resources is one of the main sociological factors

that affect virtual education dropout, because families cannot easily acquire

technological tools such as digital equipment, access and maintenance of connection

networks in rural areas of Antioquia; to this is added the lack of pedagogical

adaptability by instructors in virtual environments, digital literacy on the part of

learners, the lack of interactive spaces and feedback within the classroom, the

alteration of communication links with peers.

Therefore, it is denoted that within the educational action research the role of the

teacher implies a strategy of transformation of the pedagogical practice, in which

he/she must incorporate some subjects and themes through problems, cases or

projects, for this he/she must be a facilitator and be responsible for organizing learning

situations, The resolution of which requires the reflection of concepts and involves

educational innovations, which introduce transformations in schools that promote

improvement mechanisms, likewise all of the above is articulated to the processes of

digital literacy, which allows students to learn by themselves other mechanisms and

learning models.

The educational desertion described as abandonment of the school system by students

is caused by the different contexts in which the child or adolescent interacts, such as

the social, family and school, due to the influence, lack of follow-up and

accompaniment, evidenced in a serious problem that restricts the possibility of having

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

a social development and personal progress, contributing to the perpetuity of the cycle

of poverty, since education is fundamental for the development of a country.

It is the duty of the National Government and educational institutions to create

integral spaces when educating children and young people, where they are allowed to

be a central part of education, with the help of an interdisciplinary team of teachers

who ensure a quality education.

Through its Tecnoacademy program, SENA generates a scenario focused on the

learning of children and young people in elementary and middle school, which seeks

to enhance the capabilities focused on science and technology, through spaces in which

the student is the protagonist of their education.

Vocation with purpose is a long term process, where the educational model must be

the backbone, on which students can lean, to explore their abilities, passions and

tastes; but also their fears, insecurities and afflictions. In addition, this process must

be crossed by a learning model where students can communicate, participate and feel

in an environment of trust where they can question knowledge and their ways of

learning. But, also to have a support network that motivates their creativity,

imaginative and inventive capacity.

On the other hand, social cohesion and territorial rootedness are crucial for education

to contribute to positively transform society, since young people need to create ties

and ownership in the place where they live, study, grow and develop; to feel

responsible for its direction, organization and progress. So that, hand in hand with

knowledge and technology, they can generate innovative and sustainable ventures that

energize the local economy and close the gaps of inequality and exclusion.

This research contributes to education, since educational action research is a parallel

of participatory action research which, oriented towards educational action, leads to

the search for solutions in this sector.

The active methodologies in the permanence of SENA apprentices are based on a

constructive development process that allows the student to move from memoristic

and traditional learning to an interactive one, where he is the protagonist of his

learning, working autonomously in the different classes, but in constant

communication with the teacher, generating critical, analytical, creative and

argumentative thinking, among other skills.

It is also important to emphasize that the operation of the PAR is based on the

participation of the actors, which is the fundamental element of this research, these

are not subjects of the research, but are an active part of it, seeking that all actors

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

participate both in the process of partition and identification, which is why the

application of the information collection instrument was developed with the main

actors of this problem, so that in this way through the resignification of their voices,

solutions to student desertion can be found.

References

Ackerman, S., et al. (2013). Research

methodology. Retrieved from

http://site.ebrary.com/lib/umarianasp/r

eader.action?docID=10804439&ppg=3

Arenas Jaramillo , A. M., & Campo Ospina , M.

F. (2016 ). Academic desertion in the

virtual complementary courses of the

Center of Commerce and Service of SENA

Risaralda . Retrieved from

http://revistas.sena.edu.co/index.php/se

nnova/issue/view/69

Geostrategic Atlas of Antioquia (2005). SCIELO

[PHOTOGRAPH . Retrieved from

https://lh3.googleusercontent.com/prox

y/uq56C56hh9jZTNsNA8EuV2By8qyvh

bjxe1OeishefIeANxtfeJXmU86Wufk4RZ

kz0b-USoHZzKgl0SZZB-F4Ew-

EeUwnrJKglDgL2LCfPihQCs0

Avila Muñoz, P. (1999). Learning with new

technologies.

Bardini, L. (2002). El análisis del contenido.

Ediciones Akal S.A.

Barkley, E.; Major, C.; Cross, P. (2014).

Collaborative learning techniques. San

Francisco: Jossey-Bass. Retrieved from:

HYPERLINK

"http://webcache.googleusercontent.com

/search?q=cache:xim3-

3wtctwJ:download.e-

bookshelf.de/download/0002/5216/40/

L-G-0002521640-

0003712114.pdf+&cd=3&hl=en&ct=clnk

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

&gl=co"

http://webcache.googleusercontent.com

/search?q=cache:xim3-

3wtctwJ:download.e-

bookshelf.de/download/0002/5216/40/

L-G-0002521640-

0003712114.pdf+&cd=3&hl=en&ct=clnk

&gl=co.

Bautista C., N. P. (2011). Qualitative research

process. Epistemology, methodology

and applications (chapters 1 to 8).

Retrieved from http://www.ebooks7-

24.com.ibero.basesdedatosezproxy.com

/?il=1063

Bolívar, A. (2006). Family and school: Two

worlds called to work together. Revista de

Educación, 339, 119-146. Retrieved from

http://www.revistaeducacion.mec.es/re33

9/re339a08.pdf

Bruner, J. (1997). Learning by discovery.

Cajigas Hoyos , S. (2015). Factors associated

with desertion in the virtual

complementary training of the sena in the

center of agricultural biotechnology

Mosquera Cundinamarca . Retrieved

from https://docplayer.es/49844417-

Factores-asociados-a-la-desercion-en-la-

formacion-complementaria-virtual-del-

sena-en-el-centro-de-biotecnologia-

agropecuaria-mosquera-

cundinamarca.html

Cole, M. (1999). Cultural psychology: a discipline

of the past and the future.

Coll, C. (2004). Desarrollo psicológico y

educación. Madrid. Alianza, pp. 29-66.

Retrieved from: HYPERLINK

"https://dialnet.unirioja.es/servlet/artic

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

ulo?codigo=2089528"

https://dialnet.unirioja.es/servlet/articul

o?codigo=2089528

Escanés , G., Herrero , V., Merlino , A., & Ayllón,

S. (2014). Attrition in distance education:

factors associated with modality choice as

decadents of university dropout .

Retrieved from

file:///C:/Users/Keyla%20Villota/Downl

oads/Dialnet-

DesercionEnEducacionADistancia-

4902130%20(1).pdf.

Flores, E., Montoya, J. and Suárez, D. H. (2009).

Participatory action research in Latin

American education: A map of another

part of the world. Revistas Mexicana de

Investigación Educativa, Vol. 14 (40),

289-308.

Hernández Sampieri , R., Fernández Collado , C.,

& Baptista Lucio , P. (2014). Research

Methodology . Mexico D.F.: McGraw Hill.

Hernández-Ascanio, José; Tirado-Valencia,

Pilar; Ariza-Montes, Antonio. El concepto

de innovación social: ámbitos,

definiciones y alcances teóricos CIRIEC-

España, Revista de Economía Pública,

Social y Cooperativa, núm. 88, December,

2016, pp. 164-199.

Hoyos, S. J. (2015). Factores Asociados A La

Deserción En La Formación

Complementaria. Retrieved from

http://repository.pedagogica.edu.co/bits

tream/handle/20.500.12209/623/TE-

18518.pdf?sequence=1&isAllowed=y

La Madriz , J. (November 2016). Factors that

promote virtual classroom attrition.

Retrieved from

https://www.redalyc.org/pdf/709/7094

8484003.pdf

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

Leal, E. (2009). Participatory action research, a

contribution to knowledge and

transformation in Latin America, in

permanent movement. Revista de

Investigación, (67), 13-34.

Law 115 of February 8, 1994, whereby the

general education law is enacted.

Ministry of Education, p.50. Retrieved

from

https://www.mineducacion.gov.co/1621/

articles-85906_archivo_pdf.pdf

Law 119 (1994). Whereby the National

Apprenticeship Service is restructured.

Secretary of the Senate, P. 17. Retrieved

from

http://www.secretariasenado.gov.co/sen

ado/basedoc/ley_0119

López Rodríguez A. L. and López Rodríguez S. A.

(2021). Social cohesion and territorial

rootedness in rural community tourism:

case locality of Usme Bogotá-Colombia.

Anales de Geografía de la Universidad

Complutense, 41(2), 365-387.

Moya Muñoz, P (2016). Innovation skill. Initial

report for the development of the

innovation skill progress map.

Muñoz , L. (2019). Psychosocial risk factors

associated with attrition among virtual

and distance education university

students . Retrieved from

https://repository.unad.edu.co/bitstrea

m/handle/10596/27985/1110456978.pdf

?sequence=1&isAllowed=y

Negrete, V. (2008). In memory of the teacher

Orlando Fals Borda: Bases and

development of participatory action

research in Córdoba (Colombia).

International Journal of Psychological

Research, Vol. 1 (2). 85-97

Nuñez , A., & Lopez , C. (2919). Factors

influencing attrition between the year

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

2010 to 2012, of students of the

Specialization in Distance Higher

Education ECEDU. Retrieved from

https://repository.unad.edu.co/bitstrea

m/handle/10596/27424/clopezfo.pdf?se

quence=3

QuestionPro. (2021). Questionnaire to measure

student satisfaction. Retrieved from

https://www.questionpro.com/blog/es/c

uestionarios-para-profesores-y-alumnos.

Rocha Torres, C. A. (2016). Participatory Action

Research: a commitment to

communication and social

transformation. Corporación

Universitaria Minuto de Dios.

HYPERLINK

"https://elibro.net/es/lc/biblioibero/titu

los/126051" \t "_blank"

https://elibro.net/es/lc/biblioibero/titul

os/126051

Ruiz, L. S., Castro, M., & León, A. T. (April,

2010). Transition to secondary school:

Fears and concerns experienced by

elementary school students.

Iberoamerican Journal of Education

52(3), 1-13. Retrieved from HYPERLINK

"http://rieoei.org/deloslectores/3253Rui

z.pdf"

http://rieoei.org/deloslectores/3253Ruiz

.pdf

Ryan, R. M. and Deci; E. L. (2000). Self-

determination theory and the facilitation of

intrinsic motivation, social development

and well-being. Ametation Psychologist,

55(1),68-78. Retrieved from:

HYPERLINK

"https://selfdeterminationtheory.org/SDT

/documents/2000_RyanDeci_SDT.pdf"

Influence of active methodologies and the incidence of sociological factors in the desertion and permanence of SENA.

Vol 3 - No 1 January - June e-ISSN 2745-1194 Pages 68-82

https://selfdeterminationtheory.org/SDT/

documents/2000_RyanDeci_SDT.pdf

Sarduy, Y. (2007). Information analysis and

quantitative and qualitative research.

Retrieved:

"https://www.redalyc.org/articulo.oa?id=

21433320"

\thttps://www.redalyc.org/articulo.oa?id

=214 HYPERLINK

"https://www.redalyc.org/articulo.oa?id=

21433320" 33320

Suárez-M, N, & Díaz-S, L B. (2015). Academic

stress, dropout and retention strategies

of students in higher education.

Journal of Public Health, 17(2), 300-

313. HYPERLINK

"https://doi.org/10.15446/rsap.v17n2.

52891"

Taylor, Ch. (2006) Imaginarios sociales

modernos. Barcelona: Paidós Básica. Yin,

R. (1989). Case Study Research: Design

and Methods. SAGE Publications

Torres, M., Paz, K., & Salazar, F. G. (n.d.). Data

collection methods for research. Electronic

bulletin, 3, 1-21.