Abstract:

Physics is one of the STEM subjects that present the greatest problems for new university students in engineering courses. There are different teaching methodology systems that try to reduce the disenchantment that this subject produces in students. Continuous evaluation is among the ones that give the best results. On the one hand, it has the advantage of providing a greater amount of information to the lecturer on the evolution of the students and, on the other, it implies an increase in the opportunities for student evaluation - which translates into an increase in the probability of passing the examinations in such subjects. However, it is not clear whether the improvement in the results is due to an increase in the time dedicated by the lecturer to the preparation of the subject or to an improvement in the academic performance of the students (score/dedication). This paper analyzes the students' response to a system of continuous evaluation in a physics course within an engineering degree during tree years. The results verify that the academic maturation of the students is a slow process that requires more than one semester. Students take the subject because they understand the need to devote more time to their preparation and because they do not consider abandonment. The characteristics of the students' learning are analyzed in relation to their insufficient previous training, their low capacity for concentration, and their determination to pass the subject.

Keywords:

Freshman, academic performance, temporary dedication, student satisfaction.