Data Analysis for Saber Pro Tests Using the Transmodern Digital Educational Model

Abstract

This article analyzes the academic performance of students in the public accounting and systems and computer engineering programs at the University of Cundinamarca, Fusagasugá campus, based on data obtained from the Saber Pro tests between 2019 and 2023. Using a mixed model, the “five generic modules: critical reading, quantitative reasoning, civic competencies, written communication, and English” were analyzed, including sociodemographic variables such as socioeconomic status, access to technology, and working conditions. The results show that there are significant differences between the programs, as systems and computer engineering students have more difficulties in civic competencies, while public accounting students have persistent difficulties in critical reading, but both academic programs show limited English proficiency. The study reveals how socioeconomic factors affect learning outcomes, as a percentage of students combine studies with work, facing technological limitations. These results highlight the need for pedagogical strategies, in line with the Transmodern Digital Educational Model (MEDIT), that take into account academic weaknesses and contextual backgrounds, strengthening the essential skills for their professional training.