Self-perception of class and study habits in university students from Mexico and Colombia

Abstract

The objective of this study is to identify the frequency with which university students in Mexico and Colombia engage in activities before, during, and after class that require the application of learning strategies and study habits. The research addresses the problem of the lack of documented information regarding students’ self-perception of their academic practice and its correlation with student engagement, which, due to its relevance and impact, could significantly influence university students’ academic performance. From a methodological perspective, a quantitative, descriptive, non-experimental, and cross-sectional approach was employed, using Likert-type scales as the primary instrument. The sample consisted of 890 students from Mexico and 816 from Colombia, selected through non-probabilistic and voluntary sampling. The data were processed through comparative analyses, validation analyses, and internal consistency analyses using Cronbach’s alpha method, yielding coefficients above 0.900. The findings revealed statistically significant differences between both groups: students in Colombia, compared to those in Mexico, more frequently engage in individual activities such as note-taking, completing prior readings, and organizing their study time. In contrast, students in Mexico more frequently participate in group activities such as teamwork and class discussion. It was also identified that, in both countries, study time does not exceed 10 hours per week.The main contribution of this research lies in highlighting differentiated academic habits with implications for pedagogical attention in universities.