Mathematics in the double degree of Business Administration-Law: a quantitative analysis of learning strategies

Abstract

INTRODUCTION. The aim of this paper is to advance in the understanding of problems related to mathematical learning in Higher Education. More specifically, in a degree that has enjoyed enormous popularity in the Spanish university context for years: the double degree in Business Administration and Law. METHOD. Working on a sample of 973 students, a cluster analysis was first carried out to identify different student profiles, using as variables their grades in three different types of subjects: quantitative, Law and general ones. Subsequently, and on each of the clusters identified, regression models have been adjusted in order to determine the relationships between the different subjects. RESULTS. About 30% of the students showed a strong qualitative bias, with a very different profile from other groups, and which was characterized by a mediocre performance in quantitative subjects, and, however, a good achievement in the rest of the subjects. In addition, in this group of students there does not seem to be any relation in the performance in different mathematics subjects. DISCUSSION. This result suggests that the approach of this group of students to a given mathematics subject is independent of what was studied previously, as if it had no relation with the previous mathematics as a subject. Moreover, this characteristic is
exclusive to this group, since in all other students, around 70%, there is a strong relationship. This
leads us to consider that these students may be opting for a rote approach to quantitative subjects.