Analysis of the added value for the quantitative reasoning competency at the Luis Amigó Catholic University in 2021

Abstract

This work uses statistical techniques to determine the value added to the Quantitative Reasoning competence of the undergraduate students of the Universidad Católica Luis Amigó, Medellín, Colombia, in 2021. The statistical comparison is made graphically on a Cartesian plane by quintiles using the standard deviations of the Saber11 test and the institutional test scores taken in the fifth semester of undergraduate students. The value added is observed in the first two quintiles only, where 40 % of the lowest qualifications accumulate; however, in this study, it increases by 4 % in the top 20% of scores. Also, a predictive model for this competence is developed, and linearity, normality, independence of residuals, collinearity, and homoscedasticity are verified. Finally, this model shows acceptable results in the quantitative reasoning competence of the Universidad Católica Luis Amigó students.

Keywords

• quantitative reasoning;
• added-value;
• education;
• language