<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2542-2987</journal-id>
<journal-title><![CDATA[Revista Scientific]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Sci.]]></abbrev-journal-title>
<issn>2542-2987</issn>
<publisher>
<publisher-name><![CDATA[Instituto Internacional de Investigación y Desarrollo Tecnológico Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2542-29872024000300045</article-id>
<article-id pub-id-type="doi">10.29394/scientific.issn.2542-2987.2024.9.33.2.45-63</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Factores Determinantes en el Éxito del Proceso de Enseñanza-Aprendizaje]]></article-title>
<article-title xml:lang="en"><![CDATA[Determinant Factors in the Success of the Teaching-Learning Process]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Muñoz Pilozo]]></surname>
<given-names><![CDATA[Adriana Georgina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Villalva Pilozo]]></surname>
<given-names><![CDATA[Angélica Melissa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Medina Castro]]></surname>
<given-names><![CDATA[Andrés Roberto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pilozo Mendoza]]></surname>
<given-names><![CDATA[Jenny Jacqueline]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo, UCV  ]]></institution>
<addr-line><![CDATA[Piura ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Ministerio de Educación, MINEDUC  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Ministerio de Educación, MINEDUC  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Ministerio de Educación, MINEDUC  ]]></institution>
<addr-line><![CDATA[Quito ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>10</month>
<year>2024</year>
</pub-date>
<volume>9</volume>
<numero>33</numero>
<fpage>45</fpage>
<lpage>63</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_arttext&amp;pid=S2542-29872024000300045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_abstract&amp;pid=S2542-29872024000300045&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://ve.scielo.org/scielo.php?script=sci_pdf&amp;pid=S2542-29872024000300045&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El estudio de las tutorías académicas en educación superior y su impacto en el proceso enseñanza-aprendizaje requiere una evaluación sistemática de sus factores determinantes. El objetivo fue examinar los elementos clave que influyen en el éxito de este proceso, con énfasis en la efectividad tutorial. Se realizó una revisión sistemática de 34 artículos científicos (2021-2024) mediante un análisis mixto de datos cualitativos y cuantitativos. Los resultados evidenciaron que las competencias pedagógicas y socioemocionales de los tutores, junto con la personalización del apoyo, son factores decisivos, mostrando mejoras del 25-30% en calificaciones y 20-25% en retención estudiantil. La implementación sistemática de tutorías incrementó el rendimiento académico en 35% cuando seguían programas estructurados, mientras que la adaptación cultural de metodologías aumentó su efectividad en 40%. Se concluye que el éxito de las tutorías académicas depende de la integración equilibrada de factores pedagógicos, emocionales y contextuales, estableciendo un marco referencial para su implementación en educación superior.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The study of academic tutoring in higher education and its impact on the teaching-learning process requires a systematic evaluation of its determining factors. The objective was to examine the key elements influencing the success of this process, emphasizing tutorial effectiveness. A systematic review of 34 scientific articles (2021-2024) was conducted using mixed analysis of qualitative and quantitative data. Results showed that tutors' pedagogical and socioemotional competencies, along with personalized support, are decisive factors, demonstrating improvements of 25-30% in grades and 20-25% in student retention. Systematic implementation of tutoring increased academic performance by 35% when following structured programs, while cultural adaptation of methodologies increased effectiveness by 40%. It is concluded that academic tutoring success depends on the balanced integration of pedagogical, emotional, and contextual factors, establishing a reference framework for implementation in higher education.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[tutorías académicas]]></kwd>
<kwd lng="es"><![CDATA[competencias pedagógicas]]></kwd>
<kwd lng="es"><![CDATA[personalización del apoyo]]></kwd>
<kwd lng="en"><![CDATA[academic tutoring]]></kwd>
<kwd lng="en"><![CDATA[pedagogical competencies]]></kwd>
<kwd lng="en"><![CDATA[personalized support]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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