Abstract
The satisfaction of university students with the variables that regulate their learning provides very valuable information to improve the quality of teaching processes. The main objective of this study was to evaluate the learning of Brazilian university students, exploring both self-regulation variables, such as study techniques; and more external regulation variables, namely, satisfaction with the teaching–learning process and with the infrastructure, based on three variables: gender, the institution of higher education and the academic year of the students. To achieve this, 560 students of the Pedagogy degree were evaluated with two questionnaires: a questionnaire of satisfaction with the educational infrastructure and the teaching–learning process and a questionnaire on study techniques. Statistically significant differences were obtained, especially depending on the type of institution and the academic year. The students of private schools and earlier academic years were the ones who obtained the most satisfaction with the study techniques and with the infrastructure. Those from private centers also expressed more satisfaction with the teaching–learning processes. These results provide greater knowledge about the processes of self-regulation and external regulation of university learning and of their satisfaction with them, which can contribute to improving educational policies in Brazil.
Highlights
University learning and the many issues that it entails has become a highly relevant topic in political and academic debates [1,2]
The first objective of this research was to evaluate the learning of Brazilian university students considering study techniques, satisfaction with the teaching–learning process and with the educational infrastructure, based on three variables: gender, institution of higher education and the academic year
The second objective of this study was to analyze the influence of age, gender, academic year, and institution on the general satisfaction of students with respect to the educational infrastructure, the teaching–learning process and the study techniques used
Summary
University learning and the many issues that it entails has become a highly relevant topic in political and academic debates [1,2]. In this framework, there have been multiple research focuses used to evaluate university learning, from the way in which students regulate their learning and how teachers perform, to the contextual and organizational factors of the institutions [3,4,5]. The way in which students learn is a crucial issue in the context of higher education due to its implication in aspects such as university dropouts, academic performance, difficulties in accessing the labor market or student satisfaction [12,13,14,15,16].
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