STUDENT PERCEPTION OF TUTORIAL ACTION AND ODRACIR VARIABLES IN UNIVERSITY LEARNING: A STUDY AT FCA-UABJO

This study analyzes the perceptions of first-year students in the Faculty of Accounting and Administration at UABJO regarding the institutional tutoring program and its relationship with variables associated with quality learning: organization, availability, responsibility, attention, fulfilment, importance, and reality (ODRACIR). A mixed-methods design was used, combining documentary review and a cross-sectional quantitative study applied to 116 tutees through a survey. Based on the operationalization of the variables, indicators were constructed and examined using descriptive statistics and principal component factor analysis. Results show that more than 90% of students report knowing what tutoring is, its benefits and the relevance of having a tutor, as well as the need to organize their activities, devote time to study and comply with academic tasks in order to achieve quality learning. Factor analysis grouped the items into four components linked to knowledge of the program, attitudes toward tutoring, self-regulation of study and the appraisal of one’s academic trajectory. The study concludes that, although students assign a high value to tutoring and recognize the importance of the ODRACIR variables for their training, there are still challenges concerning the institutional consolidation of the program and the systematic monitoring of its impact on retention and academic performance.