1 Universtitat Politècnica de València (SPAIN)
2 Nanophotonics Technology Center, Universitat Politècnica de València (SPAIN)
3 Universitat de València (SPAIN)
About this paper:
Appears in: ICERI2014 Proceedings
Publication year: 2014
Pages: 4732-4739
ISBN: 978-84-617-2484-0
ISSN: 2340-1095
Conference name: 7th International Conference of Education, Research and Innovation
Dates: 17-19 November, 2014
Location: Seville, Spain
The introduction of the new ECTS credit system has considerably affected the current teaching-learning processes through new methodologies that include a continuous evaluation system. Other important modifications include a reduction in the students’ assistance time that aims to increase their autonomy, as well as a cut back in the duration of the studies from 5 years (Licenciaturas) to 4 (new Grados).

A first analysis is carried out and presented to understand how these changes have affected the performance of Grado’s students. The results obtained show a significant influence of the students’ background (vocational training, baccalaureate,…) and the new continuous evaluation system in their academic performance. In this direction, this work uses data from students who took a course in Statistics II (as part of the Grado in Finances and Accounting in the University of Valencia). Using inferential analysis such as parametric contrasts and multifactorial ANOVA we identify the influence of the different factors (and their combination) on the students’ academic performance. A more complete analysis is performed for those factors that are shown to be significantly influential.

The results obtained provide some insight into the effectiveness of the new educational systems. They should be highly valuable during future reviews of present study plans.
ECTS, Grado, inferential analysis, academic performance, factors.