Abstract
Errors associated with the comprehension and execution of academic instructions in university students were analyzed. A quantitative, descriptive and cross-sectional study was carried out with 48 students of Introduction to Social Sciences, through the analysis of 144 productions corresponding to three activities with different levels of demand. Errors were classified according to a compliance matrix and analyzed using descriptive and inferential statistics. Comprehensive compliance decreased from 79.2% in the simplest activity to 47.9% in the most demanding activity, with the omission of requirements and partial compliance predominating. It is concluded that the difficulties are mainly related to the complete execution of multicomponent instructions, which shows the importance of formulating clear, structured and verifiable instructions.
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