Minería de Datos para detección de patrones estresores en la educación superior

Data mining in education information systems enables pattern detection, facilitating proactive management of issues inherent in the educational process. This study addresses the phenomenon of student blockage during exams through evidence within grading systems. The inadequate management of anxiety during exams leads to a cognitive impasse affecting performance, verified by comparing results over eight academic periods in the Linear Algebra course at the Salesian Technical University. The study suggests that the mere designation and formalization of the term “exam” significantly impact student performance, implying a direct influence of the word “exam” on stress and anxiety. Additionally, it proposes a strategy to address these negative effects of the interaction between stress and university performance.