Academic challenges in graduate students: analysis of knowledges, time management, and teaching-learning process

Desafíos académicos en estudiantes de posgrado: análisis de conocimientos, gestión de tiempo y proceso de enseñanza-aprendizaje

Abstract

The objective of this study was to analyze the difficulties associated with knowledge, time management, and the teaching-learning process in graduate students. To achieve this purpose, a survey was administered to 809 graduate students, evaluating criteria such as reading skills, argumentation, use of technology, time management, and handling stress and anxiety. The methodology employed included a mixed-methods approach, combining qualitative and quantitative techniques to obtain a comprehensive view of the challenges faced by graduate students. Data collection was conducted through structured questionnaires, with questions designed to assess the frequency and severity of the difficulties experienced by students in the mentioned areas. The primary results indicated that a significant percentage of students encounter occasional and frequent problems in time management, the multiplicity of tasks, and time scarcity, affecting their academic performance. Additionally, difficulties related to knowledge, such as insufficient reading and argumentation skills, were reported by many students, limiting their ability to interpret and produce high-quality academic texts. The teaching-learning process also presented significant challenges, particularly the high level of teacher expectations and difficulties in concentration and attention. Finally, it was identified that a considerable number of students face problems managing stress and anxiety, which negatively impacts their well-being and academic performance.

KEYWORDS: Academic Challenges; Time Management, Stress Management.