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dc.contributor.authorGaspar Fàbregas, Kàtia
dc.contributor.authorNúñez Andrés, María Amparo
dc.contributor.authorRodríguez Jordana, Juan
dc.contributor.authorJordana Riba, Francisco de Paula
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Tecnologia de l'Arquitectura
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Enginyeria Civil i Ambiental
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament de Matemàtiques
dc.date.accessioned2017-05-23T08:51:38Z
dc.date.available2017-05-23T08:51:38Z
dc.date.issued2016
dc.identifier.citationGaspar, K., Núñez-Andrés, M.A., Rodriguez, J., Jordana, F. Influence of admission marks on the academic performance of technical architecture students. "International journal of engineering education", 2016, vol. 32, núm. 1 (A), p. 209-218.
dc.identifier.issn0949-149X
dc.identifier.urihttp://hdl.handle.net/2117/104739
dc.description.abstractTraditionally, students from higher training cycle and upper secondary school education access higher technical education with a wide range of access marks in each group. The purpose of this article is to analyse how students’ backgrounds and access marks really influence their success in the first academic year and further evolution to obtain the degree of Technical Architecture. To achieve this aim, the progress of students from different backgrounds was analysed for three academic years from 2002/2003 to 2004/2005 prior to the implementation of a curriculum adapted to the European Higher Education Area (EHEA), so that the curriculum change does not introduce noise in the data. That involves 983 students in this study. Moreover, most students in the new curriculum have not completed all the courses. It was found that, once students had completed the first semester, a selection stage in the studies that were analysed, their background did not influence their performance. However, it was also found that the access mark influenced both the mark for the selection stage and academic performance until completion of the degree.
dc.format.extent10 p.
dc.language.isoeng
dc.publisherTempus Publications
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 Spain
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::Ensenyament universitari
dc.subject.lcshLearning strategies
dc.subject.otherhigher education
dc.subject.otheracademic performance
dc.subject.otherlearning outcomes
dc.subject.otherbackground influence
dc.titleInfluence of admission marks on the academic performance of technical architecture students
dc.typeArticle
dc.subject.lemacEstratègies d'aprenentatge
dc.contributor.groupUniversitat Politècnica de Catalunya. GRIC - Grup de Recerca i Innovació de la Construcció
dc.contributor.groupUniversitat Politècnica de Catalunya. EGEO - Enginyeria Geomàtica
dc.contributor.groupUniversitat Politècnica de Catalunya. GREiP - Grup de Recerca d'Edificació i Patrimoni
dc.description.peerreviewedPeer Reviewed
dc.rights.accessRestricted access - publisher's policy
local.identifier.drac18558901
dc.description.versionPostprint (published version)
local.citation.authorGaspar, K.; Núñez-Andrés, M.A.; Rodriguez, J.; Jordana, F.
local.citation.publicationNameInternational journal of engineering education
local.citation.volume32
local.citation.number1 (A)
local.citation.startingPage209
local.citation.endingPage218


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Except where otherwise noted, content on this work is licensed under a Creative Commons license : Attribution-NonCommercial-NoDerivs 3.0 Spain