Academic evolution of students in the ITBA annual admission course: adaptation to university life, impact of peers and professors. A case study

Abstract

The transition from secondary to university level represents a significant challenge for many students. This longitudinal study explores the academic evolution of a group of students from the Buenos Aires Institute of Technology (ITBA) during the 2024 Annual Admission Course, focusing on the acquisition and strengthening of academic and social competencies.

A mixed-methods approach was used, combining open-ended and closed-ended questions with a 5-point Likert scale, applied to a sample of 27 students at the beginning and end of the course. The results reveal that students graduate from high school with deficiencies in their Mechanics training, and they experience difficulties in text interpretation. Furthermore, it was found that classmates are fundamental for adaptation to university life and for the formation of study groups, which in turn provide a space for support. The professors, although most students initially had expectations focused on academic level, proved to be important also for the emotional connection and for the creation of a safe and supportive classroom environment.

The findings suggest that professors can enhance the learning experience by addressing initial deficiencies in Mechanics, guiding in text interpretation, transmitting new knowledge in an environment where students do not feel ashamed to ask questions, sharing a passion for the subject, and fostering a collaborative environment.

In conclusion, the study highlights the importance of academic and social support in the transition to university and offers recommendations to improve the student experience.