ENFOQUES DE APRENDIZAJE Y RENDIMIENTO ACADÉMICO EN ESTUDIANTES UNIVERSITARIOS

Abstract

The main objective of this work it is to analyze the incidence of learning strategies in the academic achievement of the university students. In order to obtain it we used the Study Process Questionnaire (R-SPQ-2F) as measurement instrument developed by Biggs and Kember (2001) with a representative sample of students of the two public universities of the city of Valencia (545 students): the University of Valencia and the Polytechnic University of Valencia. We carried out correlations that reflect the relationship between learning approaches and academic achievement and we also carried out hierarchical analysis of clusters, thus finding three groups of students with diverse profile of using learning approaches: the first one with surface approach; the second one, with deep approach and the third one without defined approach. The existing differences in grades between the three groups were later, examined (ANOVA plus post hoc) and it was found out that there were significant differences between the students´ group with a deep approach and the students´ group with a surface approach in favour of the group with a deep approach.