Degree of fluency in Spanish of students on admission to the bachelor's degree and its association with school performance and efficiency terminal

Abstract

This article explores the relationship between the scores of Spanish -specifically the component of grammar and writing- obtained through the application of the diagnostic test at the beginning of the Higher Education with school performance over the first two years and at the end of the bachelor's degree (curriculum time) of the generation 2010 at the Universidad Nacional Autónoma de México (UNAM). To test this association a multivariate logistic regression model is applied. The results revealed that the higher the score in grammar and writing, the better school performance during the bachelor's degree and also greater terminal efficiency.