COMPARING STUDENT AUTONOMOUS LEARNING STRATEGIES AND RESULTS IN TWO COURSES AT THE BUILDING ENGINEERING SCHOOL OF VALENCIA

I. Tort Ausina, F. Fargueta Cerdá, I. Tort Ausina, M. Iborra

Universitat Politècnica de València (SPAIN)
A questionnaire was carried out during the academic year 2010-2011 with the aim of pointing out the autonomous learning strategies held by the students of the Building Engineering Bachelor Degree at the Universitat Politècnica de València. In this paper, a comparison between those strategies that have been analyzed and the academic results has been performed with a sample of students following the courses of Physics and Building Structures.
The questionnaire explores five different horizons (widening, collaboration, planning, preparation of exams and conceptualization). Regarding the courses analyzed, Physics is a basic subject in the 2nd semester and Building Structures is a specific subject in the 4th semester.
Two different ways of analysis have been followed. In one hand, the general strategies followed by the students and its relation to the academic results obtained for each course. On the other hand, the most efficient strategies depending on the character of the subject will be analyzed. This is the main reason why these two courses have been selected for the study, because Physics is considered a basic subject within the Degree, while Building Structures is clearly considered specific.
The results of the survey show the most efficient strategies and the most significant horizons. Thus, lecturers have consistent data with added value in order to adapt the tasks asked to students for the next academic year to improve the learning process.