Improvement of study conditions and academic performance of education students in student.

Abstract

Present research addressed the influence of the residential environment on the academic performance of university students at the Higher Institute of Teacher Training (ISFODOSU), Juan Vicente Moscoso Campus. The objective was to design an intervention plan to optimize study conditions, applying a mixed approach with observations, focus groups, and surveys. It was a descriptive, analytical, and explanatory study. It was identified that the physical, organizational, and emotional conditions of life in residence generate both opportunities and challenges for academic achievement. The findings showed that the rigidity of schedules, the lack of academic resources, and the absence of adequate spaces hindered performance. In response, a program was proposed that promotes autonomy, space management, and the improvement of the study environment, addressing needs, motivations, and learning styles. The proposal was evaluated by a focus group of five experts in psychology, neuropsychology, and education, who considered it highly relevant and necessary. They highlighted its comprehensive approach, which encompasses academic competencies, emotional well-being, stress management, and social skills, with practical activities and active methodologies adaptable to student diversity. They valued the availability of specialized personnel, material resources, and physical spaces for its implementation, as well as its alignment with documented scientific issues and current trends in neuroscience and educational psychology. The initial implementation improved the perception of the residential environment as a favorable space for learning. It was concluded that the proposal is effective, viable, and replicable in other residences of the institute.