Análisis de la deserción académica en los estudiantes de primer y segundo nivel de mecánica general y electricidad, pertenecientes a los talleres escuela San Patricio (TESPA) desde el 2015 hasta el 2021

Abstract

The academic desertion in the San Patricio School Workshops (TESPA) is a problem that with the passage of time has worsened because the authorities have not taken the corresponding measures to prevent this situation. Currently the percentage of school dropouts in the General Mechanics workshop reached 31% in the 2018-2020 school year while the Electricity workshop had the highest percentage with 41% in the same years, which is why it was decided to analyze the factors of academic dropout in the TESPA to know their causes and consequences. The type of research that was developed was qualitative, with non-experimental design. The instruments that were applied were: the documentary analysis of the Technical Instrument for the beginning and completion of the TESPA school year, which contains information on enrolled, non-enrolled, dropout and approved students from 2015 to 2021; surveys aimed at first- and second-level students in the General Mechanics and Electricity workshops; and semistructured interviews with managers, teaching and administrative staff of the institution, as well as with dropout students from previous years. The population sample was composed of first and second level students who studied in the academic period 2020-2021 of the General Mechanics and Electricity workshops; the professionals who were working in the institution both in the teaching and administrative staff; and for students who decided to abandon the academic process from 2015 to 2021. Finally, the most relevant findings of the research showed three causes for which students abandoned the educational process; first, the change of location of TESPA prevented some learners from coming from their place of residence to the institution due to geographical and economic factors; second, the health emergency due to Covid-19 that forced educational centers to implement virtual education, which requires various resources (internet connectivity, pc, smartphones, camera, microphone, etc.) to which many young people do not have access; and third, by internal or external factors that prompted students to abandon their academic training voluntarily or involuntarily