The adaptation at University of the students, and the strategies of learning that they use.

Author(s):

Cruz Pérez Pérez(presenting / submitting)Pedro Garfella Esteban(presenting)Irene Verde(presenting)

Conference:

ECER 2013

Network:

22. Research in Higher Education

Format:

Poster

Session Information

22 SES 05.5 PS, General Poster Session

General Poster Session

Time:

2013-09-11

12:30-14:00

Room:

FUAYE

Chair:

Contribution

The present work framework is the investigation “the excellence in the University students from a longitudinal approach: Analysis of incident factors and design of an intervention model”, approved by the Science and Innovation Spanish Ministry and directed by the professor of theUniversityofValencia, Dr. Mr. Bernardo Gargallo López.

The investigation team is formed by professors of theUniversityofValenciaand the Polytechnical University of Valencia. The objective is to obtain data on the students’ adaptation to the University and on the strategies of learning that students with better grades to access at University use that can explain their achievement, in order to make specific effective models of working that can be generalized and to be taught as far as possible. We analyze the way to learn of several groups of students of first course of different degrees from the Polytechnical University of Valencia with best grades to access to University, and we compared it with students of average grades. In the investigation are valued: the learning strategies, approaches, styles, attitudes to learning, and other relevant variables (self-concept, I.Q., perception of their professors and their classes, integration at University, valuations of the professors, etc.).The work was initiated in 2010 and tries to carry out a pursuit of its evolution during the two first courses of permanence at University, with several measures to pick up data throughout the period of investigation.

The investigation uses quantitative and qualitative methodology. In the work that we present we use the discussion groups to obtain data of qualitative type, complementary of the obtained through quantitative questionnaires, and for it we formulate the following questions to the students:

- What personal circumstances have affected more to your achievement since you entered at University?

- What University does to help to the new students to adapt and to obtain a good academic achievement and what do you think that it would have to do?

- How it has changed your way to work at University with respect to the High School?

- What educative strategies do you use to obtain the current achievement at University?

Method

We used the “Groups of discussion” as a technique of investigation. It is a technique of qualitative character for the data collection that uses a dialogue method of investigation, based on the production of speeches. It consists of reuniting to a group of people and provoking among them a discussion on the interest subject, which must be directed by a moderator. The discussion must be relaxed, comfortable and the most satisfactory possible for the participants, who must set out their ideas and commentaries on the subject. It is fundamental to create a situation of authentic multidimensional, dialectic and contradictory communication, between the investigator and the group, raising the investigator opened questions that are answered, reformulated or put at issue by the members of the group. The subjects to discuss are defined previously and the questions are framed in a comprehensible and logical context for the participants. In our investigation we organized four groups of discussion in which participated a total of 18 students of the Polytechnical University of Valencia. These groups were the following: Group 1: Excellent (4 students) Group 2: Excellent (5 students) Group 3: Average (4 students) Group 4: Average (5 students)

Expected Outcomes

Relevant differences between the groups of average students and the excellent ones are not appreciated. Integration in a context and new city or the deficiencies in the High School formation, have not supposed a problem, since the classmates and the family have helped. Students agree that at High School there was a more methodical exposition, controlled and with nearer professors. At University, on the contrary, there is more autonomy and a greater planning by the high demanded work, which requires certainty and continued effort. On the elements that explain their achievement, they emphasize: the planning; the discipline and the certainty in the work; the attendance and the participation in class; they prefer the self-study and the use of techniques of learning that the study in group, although the aid of the classmates serves to clarify doubts to them; to have the syllabus before beginning the subject; to solve problems. Finally, in relation to which it makes the University to help to the new students for a good adaptation and to obtain an excellent achievement, it is due to the welcome-back days, courses 0, the mentoring plan; the good professor model; the methodology of education and evaluation.

References

ARBOLEDA, L. (2008). “El grupo de discusión como aproximación metodológica en investigaciones cualitativas”, Revista de la Facultad Nacional de Salud Pública 26, Núm.1, pp. 69-77 CALLEJO, J. (2001). El grupo de discusión: introducción a una práctica de investigación. Barcelona: Ariel. GALENO, M. (2004). Estrategias de investigación social cualitativa: El giro en la mirada. Colombia: La Carreta. IBAÑEZ, J. (1992). Más allá de la sociología. (2ª ed.). Madrid: siglo XXI IBAÑEZ, J. (1991). “El grupo de discusión: fundamento metodológico y legitimación epistemológica”. En M. Latiesa (ed.). El pluralismo metodológico en la investigación social. Ensayos típicos: Universidad de Granada, pp. 53-82 KRUEGER, R.A. (1991). El Grupo de Discusión. Guía práctica para la investigación aplicada. Madrid: Pirámide. KRUEGER, R.A. (1998). Moderating Focus Groups. Thousand Oaks: Sage. MORGAN, D.L. (1991). The Focus Groups Guide Book. Newbury Park: Sage.

Author Information

Cruz Pérez Pérez (presenting / submitting)

University de Valencia

Tª de la Educación

Valencia

Pedro Garfella Esteban (presenting)

University de Valencia, Spain

Irene Verde (presenting)

University of Valencia