Profiles of university students and their adjustment to teaching methodologies
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Abstract
Since the launch of the EHEA, research on university teaching has increased significantly.
Traditionally, the motivational style and learning strategies of university students are considered crucial to achieving academic competences. But de current focus in on teaching methodologies used by teachers can facilitate on greater or lesser extent the acquisition of those competences.
This work aims to: a) identify profiles of students according to their motivation and the learning strategies they use. B) know the perception of university students on teaching methodologies. C) analyze the differences between these profiles of students in their preference for teaching methods.
135 university students completed CEVEAPEU Questionnaire (Gargallo et al, 2009) to measure learning strategies; the LEMEX Questionnaire (Alonso Tapia, Huertas y Ruiz, 2010) to measure motivational styles; y and USET (Sander, Stevenson, King y Coates, 2000; spanish version in De la Fuente, Nievas y Rius, 2002) questionnaires to measure the perception on teaching methodologies.
Results show: The cluster analysis performed showed two profiles of students differing in their motivational profile, the learning strategies they use and their performance. Finally, statistical differences were found between these profiles in their expectancies, preference for different methodologies, promotion of the participation, the value of practice and evaluation.
The role of student motivation and learning strategies in their adjustment to different teaching methodologies is discussed. The need for address the two students
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