Learning Approaches to Evaluation Processes in Economics Students: The Application of the R-SPQ-2F Questionnaire

Abstract

Nowadays, improving the education of professionals is a challenge for universities around the world. Human learning is a natural need and responds to several questions: what is it learned?, related to knowledge, skills and values; how is it learned?, including learning processes and approaches; and under what conditions does learning take place? The objective of this study was to assess the effect of the project-based learning method on third-year economics students, using the technique of learning approaches. The R-SPQ-2F questionnaire (Revised Two-Factor Study Process Questionnaire) was applied to a population of 30 Economics students in the Socioeconomic diagnostic course, after the completion of the second evaluation partial. Approaches, motives and learning strategies were identified for each student. The results indicate that a deep learning approach prevails (70%) with low intensity (90%), 15 students have surface motives and 10 surface strategies. It is noteworthy that, although there is a high percentage of deep learning focus, the intensity of the focus is low in most cases, coupled with superficial motives and strategies, which provides guidelines for further research into the causes of this situation.