Revista Sinapsis. Vol. 1, Nro 22, junio de 2023, ISSN 1390 – 9770
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Determinants of admission in the academic performance of excellence
in the career of military sciences
Determinantes de ingreso en el rendimiento académico de excelencia en la carrera
de ciencias militares
Germán Geovanny Muñoz Gualán. M.Sc. Dr(c) (1)
Erik Danilo Muñoz Gualán. M.Sc. (2)
Alberth Patricio Muñoz Gualán. Lic. (3)
(1) University of Armed Forces ESPE, Department of Security and Defense, Sangolquí –
Ecuador, gergeomunoz1988@gmail.com
(2) Universidad Técnica Particuar de Loja, Civil Engineering Degree, Loja –
Ecuador, erikda2008@gmail.com
(3) Peoples’ Friendship University of Russia, Department of Neurosurgery, Moscú –
Rusia, albmu93@gmail.com
Contacto: gergeomunoz1988@gmail.com
Recibido: 27-12-2022 Aprobado: 21-04-2023
Resumen
El objetivo planteado fue establecer qué resultados de las pruebas de ingreso predicen un
excelente rendimiento académico y deserción del estudiante de la Carrera de Tecnología
en Ciencias Militares. Por lo cual, esta investigación presenta un enfoque cuantitativo,
con diseño no experimental, de tipo transversal y un alcance correlacional. Se utilizó los
promedios de las pruebas de ingreso y rendimiento académico por períodos académicos
de cada estudiante, del archivo y base de datos de la Escuela de Formación de Soldados,
para su análisis estadístico. En donde, se observa una correlación significativa baja, entre
las pruebas académicas y físicas de ingreso con el rendimiento académico de excelencia.
Además, las pruebas de ingreso que predicen el rendimiento académico de excelencia de
los aspirantes a soldados son la prueba académica y prueba física.
Palabras clave: Rendimiento académico; estudiantes; pruebas de ingreso: ejército;
ciencias militares
Revista Sinapsis. Vol. 1, Nro 22, junio de 2023, ISSN 1390 – 9770
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Abstract
The stated objective was to establish which results of the entrance tests predict an
excellent academic performance and desertion of the student of the Technology Career in
Military Sciences. Therefore, this research presents a quantitative approach, with a non-
experimental, cross-sectional design and a correlational scope. The averages of the
entrance tests and academic performance by academic periods of each student, from the
file and database of the Soldier Training School, were used for statistical analysis. Where,
a low significant correlation is observed between the academic and physical entrance tests
with the academic performance of excellence. In addition, the entrance tests that predict
the excellent academic performance of aspiring soldiers are the academic test and the
physical test.
Keywords: Academic performance; student; entrance tests; army; military sciences.
Introduction
Academic performance is considered as the indicator of the level of learning that
the student has reached at the end of an educational process (Hernández and Maquilón,
2011), which constitutes the point of reference to assess the degree of effectiveness of the
learning process. teaching-learning (Santos and Vallelado, 2013).
Likewise, education is considered the fundamental basis for the development of
humanity (Batallas, 2014), for which the university aims to ensure that its students, upon
completing their curricular plans, are able to function effectively when facing a problem
in particular, as well as actively participate in the development and growth of society.
At the same time, it was shown that, in our region, there was no single structure of
common determinants of academic performance among countries (Fernández, 2004).
Therefore, each region and each university must seek to identify the determinants of the
academic performance of their students, in order to develop educational policies
according to their particularities.
Academic performance is defined by Santos and Vallelado (2013) as the
productivity of the subject, that is, the final product of the application of their effort,
established by the activities, traits and more or less correct perception of the knowledge
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provided. Which is the product of a set of factors that intervene in its development, among
which can be evidenced: a) individual factors, which the student cannot modify, b) factors
that belong to the student, which can be changed, and c) factors that are linked to the
educational context, therefore, they go beyond the sphere of influence of the student and
affect everyone in the group equally (Santos and Vallelado, 2013).
In the military field, considering the determining factors of the academic
performance of students is of vital importance, due to all the great logistical burden that
is required for the development of education, from selection to admission to training
institutes, such as the training and qualification of the same, either because of the cost, as
it is an internship regimen, as well as the expense derived from the use of military
weapons, in addition to implying a risk for the life of the civilian population as well as
poor performance (Castro and Casullo, 2002, Castro and Fernández, 2005, Teneda,
Enrique and Núñez, 2018).
Military Training Schools differ from regular university educational institutes, due
to the characteristics of military education, in which young people have to perform two
combined tasks during their training, on the one hand, intense military training, which
brings with it a constant physical challenge, and concomitantly, a university academic
routine that implies effort, dedication and hours of study, whose final result is the
achievement of a third level degree and a military degree (Castro y Fernández, 2005,
Gutiérrez, Teneda and Nárvaez, 2019).
According to a large number of authors, within all the existing determinants, the
grade obtained in the university admission tests together with the academic performance
prior to university is the most important predictor of the student's academic performance
(Garbanzo, 2007). If this characterization is rigorous and objectively measurable, the
selection is limited to ordering the students in descending order and subsequently
establishing a breaking point for admission as soon as the established quota has been met
(Rodríguez, et al., 2000).
The admission process generally consists of an evaluation of the students' prior
knowledge, the most common being the implementation of instruments that assess verbal,
logical, mathematical and writing skills (Zwick, 2012, López, et al., 2020). In Ecuador,
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the selection process for admission to universities is determined by the score developed
in the standardized national evaluation called the ENES test (national higher education
exam), as well as the offer established by each university (Zapata, 2017, López, et al.,
2020). However, for admission to the Military Training Schools, as it is a risk education
that demands maximum academic, physical and mental demands, it is necessary to
complement this process with an evaluation of physical skills, medical and psychological
aptitude (Muñoz, 2020, Muñoz and Zambrano, 2020, Pacheco, Acurio and Trujillo,
2021).
The entry profile of the Technology in Military Sciences career is a set of specific
attitudes and aptitudes that the aspiring soldier must bring with him, among the main ones
are: a) commitment to the practice of principles and values, b) vocation towards life and
military service, c) fitness and physical suitability, d) medical conditions favorable to the
career, e) psycho-emotional stability and control, and f) skills and abilities to work as a
team (Universidad de Fuerzas Armadas - ESPE, 2017, Muñoz, 2020, Muñoz and
Zambrano, 2020).
The entrance tests for the Military Training Schools are determined in 4 well-
differentiated groups, which seek to select the best applicants who meet both the entrance
profile and the pre-established quota, according to details: a) Psychological test, b)
Academic tests, c) Physical tests, and d) Medical tests (Muñoz, 2020).
Likewise, the academic performance of the students of the Technology in Military
Sciences Career is a set of indicators of academic subjects, physical performance,
behavior and military qualities that the student presents, within the Army Soldiers
Training School "Vencedores del Cenepa" during the development of the career, since
the product that is intended to be delivered to the Army and society, is a disciplined
individual, prepared academically, military and physically according to the established
standards, it is also necessary to complement this training by instilling a life professional
and ethical military.
The curricular design of the "Vencedores del Cenepa" Army Soldiers Training
School follows the guidelines of the Organic Law of Higher Education, the Land Force
and the University of the Armed Forces - ESPE, in which the primary characteristic is to
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present a dual educational model, where both practical theoretical learning is developed
as superior technologists in military sciences by the University of the Armed Forces -
ESPE, as well as the training of skills and abilities as Army soldiers by FF .AA. This
curriculum is planned in 5 academic periods, with an annual cut, where the first year is
training and the second year is specialized (Universidad de Fuerzas Armadas - ESPE,
2017).
The planned general objective of this research work is to establish what results of
the entrance tests predict excellent academic performance and desertion of the students
of the Technology Career in Military Sciences, class 2020-2022, of the Army Soldiers
Training School. “Cenepa Winners”. For which, it is essential to meet the following
specific objectives: a) detail the results of the psychological, academic and physical
entrance tests presented by the students, b) state the results of academic performance, as
well as student desertion by academic periods and correlate them with the psychological,
academic and physical entrance tests presented by the students, c) find the optimal
psychological, academic and physical entrance tests that predict excellent academic
performance, as well as student desertion.
The proposed hypothesis of this work was considered as: The results of the entrance
tests to the Military Training Schools are directly related to the academic performance
and desertion of the students of the Technology Career in Military Sciences, promotion
2020 - 2022, of the Training School for Army Soldiers “Vencedores del Cenepa”.
Knowing the entrance tests that are involved in academic performance would allow
identifying the variables that determine the success and failure of the student of the
Technology in Military Sciences Career.
Situation for which the scientific problem has been raised as the question: ¿What
are the entrance tests that predict excellent academic performance and desertion in the
students of the Technology Career in Military Sciences, promotion 2018-2020, of the
School Training Course for Army Soldiers “Vencedores del Cenepa?”.
Materials and methods
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The present investigative work is an analytical study, which presents a quantitative
approach, with a non-experimental, cross-sectional design and a correlational scope.
The universe of this study is given by 1700 students of the Military Sciences
Technology Career of the “Vencedores del Cenepa” Army Soldiers Training School, the
sample being the total number of second-year military applicants (n = 676), considered a
3% margin of error and greater than 95% confidence level.
The purpose of this research is to know the psychological, academic and physical
entrance tests that predict excellent academic performance and the desertion of the
students of the Technology Career in Military Sciences, promotion 2020-2022, of the
Soldier Training School of the Army "Victors of Cenepa". Which was developed in
phases, according to detail:
The first phase seeks to detail the results of the psychological, academic and
physical entrance tests presented by the students of the Technology Career in Military
Sciences, promotion 2020-2022, by collecting information from the academic department
of the School, according to detail:
a) Psychological test:
-Mental capacity: A) recommended, B1) not recommended, 1st possibility of being
considered, B2) not recommended, 2nd possibility of being considered, B3) not
recommended, 3rd possibility of being considered and C) not recommended.
-Personality test: A) recommended, B1) not recommended, 1st possibility of being
considered, B2) not recommended, 2nd possibility of being considered, B3) not
recommended, 3rd possibility of being considered and C) not recommended,
b) Academic tests: quantitative assessment: 20-19 points is excellent, 18.99-18
points is very good, 17.99-16 is good, 15.99-14 is average <13.9 is poor.
c) Physical tests: Quantitatively valued out of 20 points, according to a pre-
established table of scales: Elbow push-ups: 45 push-ups in 1.30 minutes, abdominal
push-ups: 50 sit-ups in 1.30 minutes, trot: distance of 2 miles in 12.57 minutes,
swimming: 200 meters in 5.13 minutes, decision jump: from the plank 5 meters high.
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Likewise, the results of the academic performance are stated, by academic periods
of the students of the Technology Career in Military Sciences, as well as the level of
student desertion.
In the development of the next phase, a classification is made in students of the
technology career in military sciences who obtain academic excellence in each academic
period and those who do not meet this condition.
Finally, in the last phase, it is intended to find the entrance test that predicts
excellent academic performance and desertion of the students of the Technology Career
in Military Sciences, promotion 2020-2022.
The collection of information of the variables is carried out with the search in the
database of the academic department of the School, it is carried out in a previously
developed matrix in Excel, and then the variables are analyzed and statistically correlated
using the statistical program SPSS version 26, respectively. The variables are expressed
as mean ± SD and these were statistically compared using Pearson's correlation and
prediction based on linear regression model.
Results
Table 01.
Statistics of the entrance tests in the good academic performance
Variable
%
P_T
A_T
M_C
Per_T
PA
PP
C
MC
GPA
GP
N
676,00
(100,00)
Mean
17,19
783,13
B2
B2
ED
2,57
51,24
0,89
0,51
AP1
Mean
17,75
19,63
19,98
18,50
18,47
ED
0,47
0,67
0,06
0,02
0,32
AP2
Mean
17,65
19,42
19,86
18,61
18,37
ED
0,49
0,77
0,23
0,11
0,34
AP3
Mean
17,65
19,26
19,79
19,04
18,36
ED
0,45
0,80
0,30
0,35
0,33
AP4
Mean
17,90
19,08
19,89
18,71
18,49
ED
0,32
0,80
0,18
0,18
0,28
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GAP_AP1
N
18,00
(2,70)
Mean
18,46
842,44
B1
B2
18,64
19,97
19,99
18,50
19,06
ED
1,50
61,83
0,94
0,59
0,09
0,06
0,02
0,00
0,05
GAP_AP2
N
18,00
(2,70)
Mean
18,27
839,27
B2
B2
18,66
19,83
19,97
18,71
19,06
ED
2,19
65,78
0,57
0,81
0,11
0,19
0,08
0,14
0,04
GAP_AP3
N
14,00
(2,10)
Mean
18,92
858,71
B2
B2
18,71
19,82
19,90
19,31
19,12
ED
1,52
62,74
0,99
0,51
0,15
0,24
0,23
0,44
0,08
GAP_AP4
N
29,00
(4,30)
Mean
17,85
829,65
B1
B2
18,54
19,73
19,95
18,84
19,08
ED
2,66
59,11
0,96
0,49
0,13
0,28
0,06
0,14
0,08
ED: estandar desviation, P_T: physical test, A_T: academic test, MC_: mental capacity, Per_T: personality
test, GP: general population, GAP: good academic performance, AP: academic period, AS: academic seniority,
N: number, PA: performance academic, PP: physical performance, C: conduct, MC: military qualities, GPA:
grade point average, %: percentage.
Source: Authors.
In the present study, 676 students of the Military Sciences Technology Career
participated, with an average age of 19,25 years. It was evidenced that the average of the
physical entrance test was 17.19 points (ED: 2.57), academic test of 783.13 points, (ED:
51.24), mental capacity of B2 and personality test of B2.
Likewise, it was evidenced that, in the first academic period, the average of the
general academic performance was 18.47 points, where the best scores were observed in
physical performance (19.63 points) and behavior (19. 98 points). In the second academic
period, the average of the general academic performance was 18.37 points, where the best
scores were observed in physical performance (19.42 points) and behavior (19.86 points).
In the third academic period, the average of the general academic performance was 18.36
points, where the best scores were observed in physical performance (19.26 points),
behavior (19.79 points) and military qualities (19 .04 points). Finally, in the fourth
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academic period, the average of the general academic performance was 18.49 points,
where the best scores were observed in physical performance (19.08 points) and behavior
(19.89 points).
Table 02.
Correlation of entrance tests with academic performance
Variable
P_T
p
A_T
p
M_C
p
Per_T
p
Pearson`s
correlation
AP1
GAP
0,082
0,017
0,193
0,000
-0,045
0,121
0,000
0,495
PA
0,025
0,525
0,022
0,563
0,057
0,140
-0,650
0,094
PP
-0,010
0,792
0,056
0,149
-0,046
0,234
0,028
0,472
C
-0,040
0,306
0,007
0,856
-0,046
0,238
-0,029
0,460
MC
-0,047
0,229
0,021
0,593
-0,016
0,686
0,003
0,934
GPA
0,017
0,669
0,039
0,316
0,033
0,400
-0,048
0,216
AP2
GAP
0,065
0,046
0,179
0,000
0,007
0,433
0,044
0,128
PA
0,060
0,121
0,033
0,395
0,050
0,199
-0,064
0,097
PP
0,026
0,507
0,096
0,013
0,002
0,949
0,015
0,691
C
-0,043
0,262
0,002
0,968
-0,037
0,341
0,009
0,808
MC
-0,041
0,295
0,043
0,271
0,065
0,091
0,023
0,553
GPA
0,054
0,161
0,063
0,102
0,041
0,284
-0,048
0,215
AP3
GAP
0,098
0,005
0,216
0,000
0,008
0,418
0,069
0,038
PA
0,021
0,581
0,032
0,406
0,034
0,377
-0,018
0,641
PP
0,028
0,465
0,044
0,254
0,052
0,183
0,073
0,060
C
-0,017
0,661
0,032
0,409
-0,024
0,532
0,006
0,869
MC
-0,027
0,478
-0,030
0,446
-0,076
0,049
-0,080
0,039
GPA
0,023
0,558
0,044
0,252
0,037
0,335
0,007
0,864
AP4
GAP
0,055
0,079
0,193
0,000
-0,022
0,288
0,020
0,305
PA
-0,005
0,907
0,038
0,322
-0,010
0,805
-0,007
0,855
PP
0,003
0,937
0,038
0,332
-0,041
0,288
0,018
0,643
C
-0,016
0,684
0,041
0,294
-0,014
0,719
0,024
0,532
MC
-0,002
0,950
0,006
0,886
-0,074
0,056
-0,045
0,245
GPA
-0,007
0,867
0,059
0,127
-0,032
0,417
-0,001
0,979
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P_T: physical test, A_T: academic test, MC_: mental capacity, Per_T: personality test, GPA:
grade point average, GAP: good academic performance, p: significance, PA: performance
academic, PP: physical performance, C: conduct, MC: military qualities, AP: academic
period.
Source: Authors.
In addition, excellent academic performance was evidenced in 18 (2.70%) students
in the first academic period, as well as 18 students, 14 students, and 29 students in the
second, third, and fourth academic periods, respectively. In the students with good
academic performance in the first period, a general average of 19.06 points was observed,
which obtained an average of 18.46 points of physical entrance tests, academic tests of
842.44 points, mental capacity of B1 and B2 personality test. In the students with good
academic performance in the second period, a general average of 19.06 points was
observed, which obtained an average of physical entrance tests of 18.27 points, academic
tests of 839.27 points, mental capacity of B2 and B2 personality test. In the students with
good academic performance in the third period, a general average of 19.12 points was
observed, which obtained an average of physical entrance tests of 18.92 points, academic
tests of 858.71 points, mental capacity of B2 and B2 personality test. Finally, in the
students with good academic performance in the third period, a general average of 19.08
points was observed, who obtained an average of physical entrance tests of 17.85 points,
academic tests of 829.65 points, capacity B1 mental test and B2 personality test.
Table 03.
Analysis of linear regression models of entrance tests as predictors of
academic performance
Model
Non-standardized
coefficient
Standardized coefficient
B
DE
Beta
t
Sig.
1
Constant
-0,470
0,108
-4,360
0,000
P_T
0,004
0,002
0,068
1,781
0,075
A_T
0,001
0,000
0,185
4,850
0,000
M_C
-0,008
0,007
-0,042
-1,110
0,268
Per_T
-0,004
0,012
-0,011
-0,296
0,767
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When
performing
the analysis
of the
correlations,
it was observed that in the first academic period, students with excellent academic
performance have a statistically significant low correlation with physical tests (0.082, p:
0.017) and academic tests (0.193, p: 0.000). In the second academic period, students with
excellent academic performance have a statistically significant low correlation with
physical tests (0.065, p: 0.046) and academic tests (0.179, p: 0.000). In the third academic
period, students with excellent academic performance have a statistically significant low
correlation with physical tests (0.098, p: 0.005), academic tests (0.216, p: 0.000) and
personality tests (0.069, p: 0.038). Finally, in the fourth academic period, students with
excellent academic performance show a statistically significant low correlation with
academic tests (0.193, p: 0.000).
It is necessary to mention that the performance of the students in a general way in
each academic period that present a statistically significant low correlation are: academic
2
Constant
-0,482
0,105
-4,576
0,000
P_T
0,003
0,002
0,047
1,215
0,225
A_T
0,001
0,000
0,173
4,524
0,000
M_C
0,002
0,007
0,011
0,280
0,780
Per_T
0,011
0,012
0,034
0,894
0,372
3
Constant
-0,562
0,095
-5,934
0,000
P_T
0,004
0,002
0,076
1,988
0,047
A_T
0,001
0,000
0,207
5,455
0,000
M_C
0,002
0,006
0,012
0,316
0,752
Per_T
0,016
0,011
0,056
1,480
0,139
4
Constant
-0,597
0,136
-4,394
0,000
P_T
0,003
0,003
0,038
0,980
0,328
A_T
0,001
0,000
0,189
4,936
0,000
M_C
-0,004
0,009
-0,017
-0,436
0,663
Per_T
0,004
0,015
0,100
0,255
0,798
P_T: physical test, A_T: academic test, MC_: mental capacity, Per_T:
personality test, Model 1: GAP 1, Model 2: GAP 2, Model 3: GAP 3,
Model 4: GAP 4, DE: desviation error, GAP: good academic performance.
Source: Authors.
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tests (0.096, p: 0.013) with the physical performance in the second academic period,
mental capacity (- 0.076, p: 0.049) and personality test (-0.080, p: 0.039) with the military
quality in the third academic period, and mental capacity (-0.074, p: 0.056) with the
military quality in the fourth academic period.
In the model of the prediction of an excellent academic performance by academic
periods, the following was evidenced: in the first academic period the academic test (p:
0.000) is statistically significant, and also in the second (p: 0.000) and fourth (p : 0.000)
academic period respectively, however, in the third academic period the physical test (p:
0.047) and the academic test (p: 0.000) are statistically significant. That is, the predictive
entrance test for excellent academic performance in students of the Technology in
Military Sciences career, in order of importance, is the academic test and the physical test
in the four academic periods.
Table 04.
Desert student
%
P_T
A_T
M_C
Per_T
Non-
standardized
coefficient
Standardized
coefficient
B
DE
Beta
t
Sig.
Desert
N
32
(4,60)
Mean
15,86
786,46
B2
B3
ED
3,51
63,73
0,93
0,56
SE
0,62
11,26
0,16
0,10
Pearson`s
correlation
-0,10
0,01
-0,01
0,06
Sig.
0,00
0,36
0,37
0,03
Model
1
Constant
0,03
0,13
0,24
0,80
P_T
-0,00
0,00
-0,11
-2,90
0,00
A_T
8,21
0,00
0,02
0,54
0,59
M_C
-0,00
0,00
-0,00
-0,10
0,91
Per_T
0,03
0,01
0,07
1,93
0,05
P_T: physical test, A_T: academic test, MC_: mental capacity, Per_T: personality test, DE: desviation
Revista Sinapsis. Vol. 1, Nro 22, junio de 2023, ISSN 1390 – 9770
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Regarding the student desertion of the technology career in military sciences, it is
evident that there were 32 (4.60%) desertions, of which 28 were in the first academic
period as voluntary withdrawal, 3 in the second academic period and 2 in the fourth
academic period as academic leave and 1 in the fourth academic period as medical leave.
Likewise, it is evident that the average of the physical test is 15.86 points, academic test
of 786.46 points, mental capacities of B2 and personality test of B3. In addition, it is also
observed that the statistically significant entrance tests are the physical test and the
personality test, which have a low correlation with student dropout. Finally, it is evident
that the tests that predict student dropout, although poorly, are the physical test (coef.: -
0.110, p: 0.004) and the personality test (coef.: 0.073, p: 0.053).
Discussion
The information available on the relationship between admission tests and
academic performance in the context of military educational institutions is scarce,
therefore, the analysis was carried out with greater emphasis on pairs of regular university
educational institutions.
The averages of the academic, physical and psychological admission tests (17,19
points, 783,13 points, B2 and B2, respectively) in this study, as well as those obtained by
students with excellent academic performance (18,38 points , 842,52 points, B1 and B2,
respectively) are higher than what was evidenced in a similar study in 648 aspiring
soldiers in an Ecuadorian military training institute, where an average academic test of
10,03 points is recorded (equivalence 515/1000 points), followed by 14,5 points in the
physical test, and in the psychological test: an average of B2 in mental capacity and B2
in the personality test (Muñoz and Zambrano, 2020). However, the averages are similar
to those observed in a study of 130 students from the medical school of the University of
Azuay in Ecuador, who presented an average admission test score of 79,20/100 points
(equivalent to 792/1000 points) (Alvear, 2014).
The opposite fact is observed in the study of 116 medical students from a university
in northern Mexico, where the average academic admission test is 50,8/100 points
error, N: number, SE: standar student, Model 1: student desert.
Source: Authors.
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(equivalence of 508/1000 points) (Gómez, et al., 2012). A similar situation was observed
in 572 students of the finance and accounting degree at the University of Sevilla in Spain,
where the mean admission score was 5,8/10 points (equivalence of 580/1000 points)
(Jiménez, et al., 2015).
The average of the general academic performance of the students in the different
academic periods (18,42 points), as well as the average of the students who present an
excellent academic performance (19,08 points) is higher than what was observed in a
study in an Ecuadorian military training institute in the first military year, where they
obtained 17,81/20 points, and in the second year 18,29/20 points, likewise, to what was
observed in a study in medical students of the University of Azuay in Ecuador, which was
found at 18,23/20 points (Muñoz and Zambrano, 2020; Alvear, 2014).
Likewise, a higher average was obtained than what happened in the students of the
Universidad Veracruzana de México, where an average of 77,24/100 points (equivalence
of 15,45/20 points) was observed (Chain, et al., 2003; Jiménez, et al., 2015).
The correlation of the academic admission tests with the excellent academic
performance of the students of the technology career in military sciences in the first
academic period (F: 0,193, p: 0,000), second academic period (F: 0,179, p: 0,000 ), third
academic period (F: 0,216, p: 0,000) and fourth academic period (F: 0,193, p: 0,000),
show a low direct statistically significant correlation, likewise, the correlation of physical
admission tests with an excellent academic performance of the students in the first
academic period (F: 0,082, p: 0,017), second academic period (F: 0,065, p: 0,046) and
third academic period (F: 0,098, p: 0,005) evidence likewise, a low statistically significant
direct correlation.
Situation that differs from what was observed in a study in aspiring soldiers of an
Ecuadorian military training institute, where the academic admission tests are moderately
correlated with the academic performance in the first military year (F: 0,539, p: <0,05)
and a low direct correlation with the second military year (F: 0,0397, p: <0,05) (Muñoz
and Zambrano, 2020). Likewise, similar to the correlation observed in students of the
finance and accounting degree at the University of Sevilla in Spain (F: 0,439) (Jiménez,
et al., 2015), and in contrast to what was observed in a study at the Technical University
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of Ambato in Ecuador where the correlation is low (R: 0,13 and R: 0,21) (López, et al.,
2016).
Likewise, it is shown that the physical tests have a low statistically significant direct
correlation with the excellent academic performance of the students of the technology
career in military sciences, a situation that does not happen with the psychological tests
(mental capacity and personality test), which are not statistically significant and have a
null correlation index with academic performance. In other words, psychological tests do
not fulfill the function of admitting the best students for their training in military sciences.
Thus, the admission tests that predict the academic performance of the students of
the technology career in military sciences are the academic tests (coef.: from 0,185 in the
first academic period, p: 0,000, to coef.: 0,207 in the third academic period, p: 0,000), in
addition, it is evident that the physical tests only present a statistically significant
relationship in the third academic period (coef.: 0,076, p: 0,000), likewise, psychological
tests are excluded from the results, which present a null linear regression coefficient.
A similar situation is evidenced in a study in aspiring soldiers of an Ecuadorian
military training institute where, in the first academic period, it is explained by the
academic and physical admission tests (R2: 0,435, p:<0,05), in the II academic period
(R2: 0,560, p:<0,05), in the III academic period (R2: 0,560, p:<0,05), in the IV academic
period (R2: 0,560, p:<0,05) (Muñoz and Zambrano, 2020).
Also, regarding student desertion in our study, it is evident that there was 4,60% of
desertions. A similar situation was evidenced in an Ecuadorian military training institute,
where the percentage of student desertion is 4,5 %, in comparison to that existing in other
regular university centers, with up to 88,2% of student desertion in the architecture and
graphic design career of a University of Guatemala and what is observed in medical
students of the University of Azuay in Ecuador, which presents a student withdrawal rate
of 30,76% (Muñoz and Zambrano, 2020; Alvear, 2014; Rabe, 2019).
Likewise, they presented an average of the physical test of 15,86 points, academic
test of 786,46 points (15,72/20 points), mental abilities of B2 and personality test of B3,
averages higher than the average of the admission tests presented by aspiring soldiers of
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an Ecuadorian military training institute (academic test: 9,53/20 points, physical test:
12,35/20 points and psychological test: B2) (Muñoz and Zambrano, 2020).
A noteworthy fact is the minimum and maximum gap in the admission exams in
the withdrawal students, thus having both in the physical tests (min: 6,523 points, max:
20,00 points), academic tests (min: 702,00 points, max: 910,00 points), and psychological
(C_M: min: A, max: B3, and Per_T: min: B2, max: C) great student heterogeneity is
evident.
Likewise, it is observed that the statistically significant admission tests are the
physical test and the personality test, which present a low correlation with student
desertion. However, it is not consistent with what was evidenced in the aspiring soldiers
of an Ecuadorian military training institute, where the only test that correlates in an
indirect, moderate and significant way is the mental capacity of the admission
psychological test (F: -0,468, p:< 0,05) (Muñoz and Zambrano, 2020).
And finally, it is evident that the tests that predict student desertion, although in a
low way, are the physical test (coef.: -0,110, p: 0,004) and the personality test (coef.:
0,073, p: 0,053), opposite fact to what was observed in the aspiring soldiers of an
Ecuadorian military training institute, where student desertion is explained by the mental
test (R2: 0,219 and p: <0,05) (Muñoz and Zambrano, 2020).
Conclusion
Therefore, it is concluded, the selection process of the technology career in military
sciences is a primary effort of the Ecuadorian Army, which aims to choose the best
students who guarantee subsequent academic and professional success, however, the
entrance tests that are applied in the period of admission do not present a strong prediction
of the excellent academic performance of the students of the technology career in military
sciences. This implies proposing the formulation of new entrance tests with quality
standards in accordance with the current context, which allows the admission of students
with optimal knowledge and skills to meet the military academic demands of training as
a professional, and who are able to face the new challenges in the security and defense of
the state in the future.
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The results of the entrance tests of the students of the technology career in military
sciences who were admitted to the technology career in military sciences show that they
are predisposed to have a student population with heterogeneous previous knowledge and
skills, which makes it difficult to adapt to the military academic and attitudinal demands
of a third level student in military sciences. This opens the opportunity to motivate the
development of a propaedeutic proposal, in order to have a student group with
homogeneous knowledge and skills, which allows a quality of students, as well as later
academically, physically and mentally better prepared professionals
In Ecuador there are three institutes that offer a career in military sciences belonging
to the Army, the “Eloy Alfaro” Military High School, the “Vencedores del Cenepa” Army
Soldier Training School and the “Tcrn” IWIAS School. Gonzalo Barragán”, which have
a different mission and vision, framed in the requirements of particular competencies that
the Military Institution wants for its military personnel. Situation that allows to replicate
the present investigative work in order to know the reality of the prediction of the entrance
tests.
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