Abstract:

Plant breeding topics are a key point in agronomy and plant biotechnology programs. Students of these degrees can choose among several subjects specially at the last years of the program. The student’s approach to learning can be affected by several factors (contextual, student or perceived factors) and the subject chosen is one of them. In this study, two subjects related to plan breeding: ‘Plant Breeding’, an elective subject of fourth year of Biotechnology bachelor’s degree, and ‘Plant Breeding for Resistance to Stresses’, a compulsory subject of second year of Plant Breeding master’s degree) were chosen to assess the student’s approach to learning at the beginning of each of the teaching period of the subjects. The R-SPQ-2F questionnaire was used to assess the student’s approach to learning. Results showed no differences between subjects and higher deep approach than surface approach was observed, although lower than previous studies. No differences were observed regarding academic year, but men showed higher surface approach than women. The internal consistency of the questionnaire was high for the main scales but not for the subscales. High correlation coefficients were found within the main scales and their related subscales but not between the main scales. The results showed a high deep approach but lower compared with other subjects, so improvements can be done in teaching methodologies to enhance deep approach in these subjects related to the student’s final professional career.

Keywords:

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