Abstract:

The Bologna declaration process encourages teachers to apply new pedagogical methodologies at class. Many active learning methodologies and techniques have been designed and many studies show how these techniques promote meaningful and deep learning. However, many teachers are still reluctant to changes. These teachers expose many arguments to justify their decision. One of the most common claims is that student do not usually consider these changes as something positive. Even, some of these teachers are afraid of having bad results in their student evaluation of their educational quality if they apply a pedagogical technique students are not used to. But, is there any real correlation between the application of new pedagogical methods and the results of the student polls?

In this study we try to identify the correlations between active teaching methodologies and student's evaluation of instruction scores. The study is composed by the analysis of the results of the Students’ Evaluation of Educational Quality (SEEQ) in different subjects, areas and degrees. The results of this study provide some evidence that changes at the pedagogical methodology are not badly assessed by students, but a positive relationship exists between active learning methods and student evaluation of instruction scores.