Abstract:

It is widely studied and sufficiently analyzed that the students enrolled in engineering degrees show academic results much lower than those from other university degrees, especially in their first academic years. One of these causes may be related to an inadequate application of certain teaching techniques. In the same way, extensive literature on specific techniques can be found, which can be adapted to different types of students. However, there is not much evidence of teaching experiences that compare the results from its application into different student groups.

In this study, the results of the implementation from several teaching strategies carried out during the years 2010 to 2016 for a same course (Statistics) belonging to the first year of four different engineering degrees with a total of 3005 students are presented, comparing them and observing relevant performance indicators of an academic type.

Our results show the positive influence that the progressive implementation of different teaching methodologies has on academic qualifications, both for the first and second exam calls. Our study demonstrates that there are different profiles of a similar trend between the ratio of students according to their markings as: "not presented", "pass" and "fail".

Keywords:

Autonomous learning, non-attendance activities, continuous assessment.