About this paper

Appears in:
Pages: 7224-7230
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0573

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

BASES FOR UNIVERSITY ACADEMIC ACHIEVEMENT ANALYSIS: VALUATION CONTRAST STUDENTS VS. GRADUATES, EVALUATION AND ASSESSMENT OF LEARNING

M. Larrauri1, J.T. San-José1, R. Sancibrian2, A. Santamaría1

1University of the Basque Country UPV/EHU (SPAIN)
2University of Cantabria (SPAIN)
At present, there are many efforts to improve the teaching-learning process, for a better comprehension of the academic performance in all areas of education, including high educational degrees. When teaching-learning processes taking place in education centers, there are involved a high number of variables that deserve special consideration. This key point is mainly due to the fact that referred aspects depend on largely achieving educational intentions.

Factors influencing academic performance of high degree (university) students are numerous and varied. Among others, the main objective of present research this work is to carry out an analysis, from the student perspective, in which the perception of teaching organization that receives, reflected the quality of the environment in which it operates and its own motivation for this. Present study, to contrast the values obtained within the university, also implies a data collection with students and graduates. Those actors, once completed their training and were incorporated into the labour market, they can contrast the skills and knowledge received in the career with the requirements of their profession.

This paper aims to lay the groundwork to make a relationship between academic achievement and teaching and, posteriorly, their learning processes. Throughout this research study, apart from the various collected data, the applied methodology will be analyzed in order to establish different correlations. Referred correlations will also allow propose actions that could impact on process improvement, as it will be demonstrated.
@InProceedings{LARRAURI2016BAS,
author = {Larrauri, M. and San-Jos{\'{e}}, J.T. and Sancibrian, R. and Santamar{\'{i}}a, A.},
title = {BASES FOR UNIVERSITY ACADEMIC ACHIEVEMENT ANALYSIS: VALUATION CONTRAST STUDENTS VS. GRADUATES, EVALUATION AND ASSESSMENT OF LEARNING},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0573},
url = {http://dx.doi.org/10.21125/edulearn.2016.0573},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {7224-7230}}
TY - CONF
AU - M. Larrauri AU - J.T. San-José AU - R. Sancibrian AU - A. Santamaría
TI - BASES FOR UNIVERSITY ACADEMIC ACHIEVEMENT ANALYSIS: VALUATION CONTRAST STUDENTS VS. GRADUATES, EVALUATION AND ASSESSMENT OF LEARNING
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0573
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 7224
EP - 7230
ER -
M. Larrauri, J.T. San-José, R. Sancibrian, A. Santamaría (2016) BASES FOR UNIVERSITY ACADEMIC ACHIEVEMENT ANALYSIS: VALUATION CONTRAST STUDENTS VS. GRADUATES, EVALUATION AND ASSESSMENT OF LEARNING, EDULEARN16 Proceedings, pp. 7224-7230.
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