(859) EFFECT OF ACADEMIC BACKGROUND ON ACADEMIC PERFORMANCE OF STUDENTS IN MASTER?S DEGREE IN AGRONOMIC ENGINEERING

摘要

Bologna process has involved a deep transformation in the Spanish Higher Education. This process has introduced important changes in the plan of studies. For example, the Bachelor’s degree in Agricultural Engineering has increased its duration, passing from a degree of 3 years into one of 4 years. This has led to changes from the number of subjects and in the programme of each subject. Therefore, academic background of the graduate students can have later a large impact on the success rate of their Master`s degree studies. The High Polytechnic School of Orihuela at Miguel HernAndez University of Elche offers a Master’s degree in Agronomic Engineering. This Master contains 90 ECTS credits. The program credits are distributed throughout 6 modules, 9 subject matters, and 14 courses. Biotechnology and Breeding Animal is one of them. This Master admits students either from the three-year degree in Technical Agricultural Engineering (OAE), extinguished since academic year 2014-2015, or the four-year degree in Agricultural Engineering (NAE), in force since the academic year 2010-2011. The objective in this study was to analyse the academic performance in Biotechnology and Breeding Animal course between the OAE and NAE students. Data came from 12 OAE and 13 NAE students. The dropout rate (DR) was calculated as the proportion of students that have not been able to finish their courses on the total enrolled students (no completions/starts). The maximum score on the course could be 10 points (60% exam, 10% laboratory practices and 20% seminaries and workshops). In order to pass the course, the students should have achieved a minimum score of 5 points. Success rate (SR) was calculated as the proportion of students that have been able to pass their course on the total enrolled students (achievements /starts). Achievement rate (AR) was calculated as the proportion of students that been able to pass their course on the total students that have been able to complete their course (achievements/completions). The average score (AS) in the course was calculated by adding all scores of students on the total number students that have completed their course. A Chi-square test with Yate?s correction was used to analyse DR, SR, AR, and the percentage of students with higher score than AS. The DR was higher in the students from OAE degree than in those of NAE degree (33% vs. 7%, respectively, P = 0.19). No difference was found for SR between the OAE and NAE students (67% vs. 85%, respectively, P = 0.69). The OAE and NAE students showed similar AR (100% vs. 92%, respectively, P=0.89). The AS in the course was 6.9 points. Only a 25% of the OAE students vs. a 50% of the NAE students had higher score than AS (P = 0.26). In conclusion, the students from OAE degree had a higher dropout rate and a lower final score than those from NAE degree.