HOW HAS LOMCE AFFECTED COLLEGE ACADEMIC PERFORMANCE?
The LOMCE establishes as its main pillars the reorganization of the Compulsory Secondary Education and Baccalaureate curriculum and the implementation of an external evaluation system. In itacademic year 2016-17the implementation of the new curricular organization that affects the secondary and pre-university stages is finished.
The objective of this work is to compare the academic results obtained by university students who had previously studied the curricular contents according to LOE (2014-2015) or LOMCE (2017-2018). The population under study was new students enrolled in the Physics subject of the Pharmacy degree. The success rate and the specific subjects selected by the student in Baccalaureate were used as evaluative parameters.
The results obtained show a higher performance in the LOMCE students, 64% compared to 43% of the LOE students. The Chemistry and Biology tandem continues to be the choice par excellence to pursue careers in Health Sciences (~77% for both periods), observing an increase from 18 to 29%, the latter with the LOMCE, in the choice of the Physics subject. Mostly, the choice of Physics is associated with Chemistry, compared to Mathematics with the LOE and others in the LOMCE. In addition, during the course of Physics classes, a greater knowledge and agility of mathematical calculation has been observed.
The results obtained show a higher success rate in LOMCE students, along with an increase in notable and outstanding students in handling the subject. This may be the consequence of the increase in compulsory Physics and Chemistry hours during the BAT in the Valencian community with the LOMCE. Likewise, the increase in hours in Mathematics would lead to a greater ability to calculate, as has been observed every day in the classroom.
HOW HAS LOMCE AFFECTED COLLEGE ACADEMIC PERFORMANCE?
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DOI: 10.22533/at.ed.2163122307069
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Palavras-chave: Physics, educational curriculum, LOE, LOMCE, degree in Pharmacy, BAT.
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Keywords: Physics, educational curriculum, LOE, LOMCE, degree in Pharmacy, BAT.
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Abstract:
The LOMCE establishes as its main pillars the reorganization of the Compulsory Secondary Education and Baccalaureate curriculum and the implementation of an external evaluation system. In itacademic year 2016-17the implementation of the new curricular organization that affects the secondary and pre-university stages is finished.
The objective of this work is to compare the academic results obtained by university students who had previously studied the curricular contents according to LOE (2014-2015) or LOMCE (2017-2018). The population under study was new students enrolled in the Physics subject of the Pharmacy degree. The success rate and the specific subjects selected by the student in Baccalaureate were used as evaluative parameters.
The results obtained show a higher performance in the LOMCE students, 64% compared to 43% of the LOE students. The Chemistry and Biology tandem continues to be the choice par excellence to pursue careers in Health Sciences (~77% for both periods), observing an increase from 18 to 29%, the latter with the LOMCE, in the choice of the Physics subject. Mostly, the choice of Physics is associated with Chemistry, compared to Mathematics with the LOE and others in the LOMCE. In addition, during the course of Physics classes, a greater knowledge and agility of mathematical calculation has been observed.
The results obtained show a higher success rate in LOMCE students, along with an increase in notable and outstanding students in handling the subject. This may be the consequence of the increase in compulsory Physics and Chemistry hours during the BAT in the Valencian community with the LOMCE. Likewise, the increase in hours in Mathematics would lead to a greater ability to calculate, as has been observed every day in the classroom.
- Montse Varea Morcillo
- Nuria Galindo Corral
- Elsa López Pintor
