Abstract:

Following the launch of the degrees in Spanish universities and the subsequent incorporation of the ECTS credit, mainly characterized by a decrease in student presentiality and an increase in the number of hours devoted to autonomous work, in the present work is intended to perform an evaluation of the impact that the implementation of ECTS credit has had on the performance of the different groups of students. These groups have been defined depending on several factors, mainly of personal character of students.
To carry out the proposed study several inferential techniques will be used that allow to reach the proposed objective, ie whether it can be concluded that the performance has been similar, or otherwise significant differences are detected, based on the considered factors.
The empirical data used for the study correspond to the academic results for a subject of quantitative character and students belonging to several promotions that attended the same degree within Educational Innovation Project at the University of Valencia, which was implemented in 2003-2004 and emerged as a pilot project that would assess the potential outcomes of establishing degrees.

Keywords:

Inferential analysis, ECTS, Innovation project.