Análisis del rendimiento académico en el área de química durante el proceso pre-icfes 2025 en las instituciones educativas la aurora, colegio integrado la calera y el salitre del municipio de la Calera, desarrollado por la Universidad Distrital Francisco José de Caldas

Abstract

This report analyzes academic performance in Chemistry during the 2025 Pre-ICFES process conducted by the Francisco José de Caldas District University at the La Aurora, Colegio Integrado La Calera, and El Salitre schools in the municipality of La Calera. Based on the results obtained from the pre- and post-tests, Chemistry was initially one of the areas with the greatest academic difficulties, exhibiting low average scores in most courses. However, during the academic support and reinforcement process, significant improvements in performance percentages were observed, especially in courses such as SA1101 and LA1101, where students achieved substantial increases in the final practice tests. These results reflect the positive impact of the implemented strategies, such as tutoring, ICFES-style workshops, and activities aimed at strengthening scientific competencies. Despite the progress made, the analyses show that a considerable number of students continue to perform at "Low" and "Fair" levels, demonstrating persistent difficulties in interpreting, arguing, and solving problems related to chemical phenomena. Likewise, the need to strengthen teaching methodologies through practical activities, contextualized teaching resources, and continuous monitoring processes was identified, which would allow for the consolidation of meaningful learning. In this regard, the report concludes that academic support and differentiated intervention strategies are fundamental to improving institutional performance in Natural Sciences and contributing to strengthening the quality of education in the participating schools.