Resumo

GARCIA-CARRO, Beatriz  e  SANCHEZ-SELLERO, María Carmen. HAS THE BOLOGNA PLAN CHANGED ACADEMIC RESULTS IN STATISTICS SUBJECTS?. Innovar [online]. 2018, vol.28, n.67, pp.137-146. ISSN 0121-5051.  https://doi.org/10.15446/innovar.v28n67.68619..

Spanish universities are now experiencing important changes in their learning systems as a result of the deployment of the European Higher Education Area (EHEA). Therefore, the aim of this study is to prove if the new methodologies in the current education system have fostered changes in students' academic results. Specifically, we analyzed 2,857 students taking statistics subjects at the Business and Economic School of The University of A Coruña, both prior and after the implementation of EHEA. The examined data cover 2006-2007 and 2011-2012 school years, as the 2009-2010 period marks the beginning of the new curriculum. For this comparative analysis to be adequate, subjects that coincide in terms of content but differ in their methodology have been used. We conclude that the percentage of students who take evaluation tests increased after the implementation of the Bologna Plan, as so did the percentage of students who pass the tests. Consequently, we believe there are enough arguments to support the idea that the new methodologies involve students within the learning system by encouraging them to make part of it. Due to this process, academic results similar to those obtained before the new curriculum are observed, although these occur in a shorter period of time.

Clasificación JEL: A22, C10, C12

Palavras-chave : Academic performance; higher education; European Higher Education Area; statistics; teaching methodology.

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