Factors Associated with Academic Performance in Mathematics of First-Cycle University Students from a Public University

The objective of this study was to analyze the factors associated with the academic performance in mathematics of students in the first cycle of the School of Economic Engineering, belonging to the Faculty of Economic Engineering, Statistics and Social Sciences (FIEECS). The study had an exploratory nature, using a cross-sectional design, with data collected from a representative sample of students. The statistical technique of ordered probit regression and STATA software were used for data analysis. The results of the analysis showed a pseudo R2 of 0.3465, indicating a moderate level of explanation. The results identify that teaching methods (p = 0.003) and student expectations (p = 0.048) have a positive and significant influence on academic performance in mathematics. In contrast, support and institutional resources showed a significant but negative relationship (p = 0.024). It is concluded that teaching methods and student expectations are factors that are positively associated with academic performance in mathematics, while institutional support shows a negative association. Factors such as sociodemographic characteristics, previous academic preparation, study skills, family support and self-efficacy did not show a significant association.