Bias From Enrollment

Peer Effects on the Academic Performance of University Students in Puce Ecuador

Bibliographic Data

ID12774609
AuthorsMelissa Guadalupe (Pontificia Universidad Católica del Ecuador), Ivan Gonzalez-Gordon (0000-0003-4603-1083, Pontificia Universidad Católica del Ecuador, corresponding author)
Year2022
Volume22
Issue2
Pages175-191
Publication date2022-04-17
Open AccessYes
TypeARTICLE
VenueJournal of Hispanic Higher Education (JOURNAL)
Journal identifiersISSN: 1538-1927 • E-ISSN: 1552-5716
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/15381927221085679
OpenAlexW4223984634
LanguageEN
Citations received2
References cited16

We study the impact of peer effects on the academic achievement of economics students in Pontifical Catholic University of Ecuador (PUCE) Ecuador, for both semesters of 2018. The estimates from our random-effects model show a significant influence of the average-group, high-achieving, and low-achieving peers. These results are robust with the presence of socioeconomic, academic, and teaching quality covariates. The findings suggest that systems that prioritize course enrollment according to previous scores may exacerbate a peer-driven bias in student performance

Academic achievement · Covariate · Higher education · Mathematics education · Medical education · Meta-analysis · Peer effects · Peer group · Peer review · Political science · Quality (philosophy · Random assignment · Random effects model · Socioeconomic status · Sociology · Statistics · Demography · Higher Education Research Studies · Innovations in Educational Methods · Mathematics · Medicine · Psychology · School Choice and Performance · Social Psychology

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