Teaching Influence and Academic Performance in Students of a Mexican Public University.

Abstract

The research explores teaching influence and academic achievement through various angles. We sought to correlate both variables. Likewise, each academic year was related to the presence of motivating and demotivating teachers. Academic performance among regular and irregular students, men and women, and between academic years was also evaluated. 447 students from a Mexican public university participated. Chi Square, Mann-Whitney tests and correlations in SPSSv25 were applied. All the tests were significant (p <.05) with the exception of the correlation between motivating teaching influence and academic performance. During the first and second year, less positive or negative teaching influence was reported with more regular students. Both second-year students and women had the highest averages.