Abstract:

Student approach to learning can vary between students depending on different factors. Those factors can be classified as contextual, perceived or student factors. Contextual factors are the type of studies, the subject, the classroom activities or the assessment system among others. Some of those factors are in the teacher domain and can be modified to influence student approach to learning. In the present study, the R-SPQ-2F questionnaire was completed by freshmen students of Biotechnology degree at the beginning and the end of a General Genetics subject. The students showed a higher deep approach than surface approach and differences were observed depending on year, gender and language used as medium of instruction. Pre- and post-test comparison showed no variation in deep approach while a slight increase in surface approach. The item reliability of the questionnaire was high, and correlations were found between the main scales and secondary subscales. The methodology, classroom activities and assessment system used in the subject seem to maintain the initial interest of the students in the subject but more studies should be made to get more involvement of the students in their own learning and improve their results.

Keywords:

R-SPQ-2F questionnaire, deep and surface approach, assessment, teaching methodologies.