Comparative study of the learning approaches of Pedagogy and Primary Education Bachelors’ students

Abstract

The European Higher Education Area
allowed the introduction of significant
changes in universities at the structural,
academic, organizational and manage-
ment levels, although for the students tho-
se changes were materialised in changes
related to their learning processes and in
the ways of dealing with the demands as-
ked by the institution and professors.
Once the Horizon 2010 has passed and
focusing on the Horizon 2020, while still
being in the middle of the process of re-
novating the certification of bachelor and
master titles, the necessity of reflecting on
the results obtained after the whole reform
comes in order to prove if those results are
the ones expected or new reforms should
be undertaken.
From this perspective, an investigation
that analysed the profile and learning approaches of 416 students of the bachelors
of Primary Education and Pedagogy du-
ring three academic years is presented.
The design followed in this investigation
is a non-experimental quantitative study
carried out through a survey. The Study
Process Questionnaire-2 Factors (SPQ) in
its revised and Spanish version (R-CPE-2F)
has been used for the data collection. The
results were analysed with the statistic
package SPSS in its 23 rd version.
The results showed that the predominant
learning approach is the deep approach
and that its percentage of use increases
with the courses. These results are rela-
ted to the quality of learning and the aca-
demic performance, both being, a priori,
adequate.