Abstract

MUNOZ PILOZO, Adriana Georgina; VILLALVA PILOZO, Angélica Melissa; MEDINA CASTRO, Andrés Roberto  and  PILOZO MENDOZA, Jenny Jacqueline. Determinant Factors in the Success of the Teaching-Learning Process. Rev. Sci. [online]. 2024, vol.9, n.33, pp.45-63.  Epub May 09, 2025. ISSN 2542-2987.  https://doi.org/10.29394/scientific.issn.2542-2987.2024.9.33.2.45-63.

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.

Keywords : academic tutoring; pedagogical competencies; personalized support.

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