Publication: Estudio del rendimiento académico de los alumnos de Magisterio
de la Facultad de Educación de la Universidad de Zaragoza
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Date
2010
Authors
Heredia Manrique, Alfonso
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
Este artículo trata sobre el rendimiento académico del
alumnado de la Facultad de Educación de la Universidad de
Zaragoza. Es un estudio cuantitativo de seguimiento sobre
ocho promociones de sus titulados y no titulados en tres
niveles sucesivos de análisis; el primero de carácter global,
el segundo comparativo entre seis especialidades de
Maestro y el tercero según la vía de entrada y en cada
especialidad. También complementariamente se observan
las tendencias que se producen en las promociones
estudiadas en dichos niveles de análisis para ajustar mejor la
cuestión investigada. Al final se constata claramente lo que
se intuía y temía, a saber: que existe un problema
importante y de deterioro alarmante del rendimiento de los
alumnos de esta Facultad.
This article focuses on the students’ school achievement at the Universidad de Zaragoza, in Spain. It is a quantitative study tracking graduate and non‐graduate students in eight academic years, following three levels of analysis: (1) an overall analysis, (2) a comparative analysis across six specialities, (3) an analysis based on the way of entering the degree in each speciality. Tendencies in the three analytical levels are also observed for a better adjustment to the focus of analysis. Results clearly show what was expected and feared, namely, that there is a serious problem in the lowering of the students’ academic achievement at this Faculty.
This article focuses on the students’ school achievement at the Universidad de Zaragoza, in Spain. It is a quantitative study tracking graduate and non‐graduate students in eight academic years, following three levels of analysis: (1) an overall analysis, (2) a comparative analysis across six specialities, (3) an analysis based on the way of entering the degree in each speciality. Tendencies in the three analytical levels are also observed for a better adjustment to the focus of analysis. Results clearly show what was expected and feared, namely, that there is a serious problem in the lowering of the students’ academic achievement at this Faculty.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 13, N. 4, 2010
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