THE TEACHING-LEARNING METHODOLOGY, IMPORTANT FACTOR OF UNIVERSITY SCHOOL CLIMATE

In the institutions of higher education, an element to consider for the improvement of the quality of education is the creation of a suitable school climate that favours the level of student learning. The school climate is conceptualized as the perception that students have about the environment in which they develop their academic activities, this appreciation is derived from their experiences within the educational institution. The term school climate is derived from the concept of organizational climate, which has its origin in the study of organizations in the field of employment. The objective of this study was to describe the school climate of students of Civil Engineering from a Public University located in Tabasco, Mexico in order to give the guideline to the strengthening of the institutional and educational activities. The study has a quantitative approach; it is descriptive and correlational non experimental design transactional type. The instrument consists of 41 items prepared on a scale type Likert with 4 response options where 1 = completely disagree, 2 = disagree, 3 = agree, and 4 = agree. The research instrument reliability was calculated Cronbach's Alpha coefficient, which reported 0.90 confidence. Studied school climate dimensions were: organizational structure, functionality, teaching practices (methodology teaching and learning, interaction teacher-student and evaluation), climate between the interaction of pairs, climate between interacting with external context and satisfaction. The results obtained in descriptive statistics show the highest average in the dimensions of climate between the interaction of pairs and teaching-learning methodology. The lowest average were found in the dimensions of organizational structure and functionality.