Learning among university students: A case study

Abstract

Mastering individual cognitive processes and using learning strategies improve the performance of higher education students. We investigate learning among university students attending to gender through an EVAAU questionnaire. This instrument, validated by expert judgment and confirmatory factor analysis, consists of 31 items. Responses are evaluated based on a Likert scale according to the degree of agreement with the statement and grouped into a 5-dimensional factor structure that affect learning outcomes of university students responsible for 67.31% of the total variance. The results reveal significant differences between genders, where the dimension Educational and learning resources has greater incompatibility of equality of means, and the Organization of time is the most valued. The findings highlight the importance of learning study techniques before pursuing a degree, and how motivational factors and teacher involvement influence academic performance. This information can contribute to teachers’ planning and knowledge of university students’ learning processes.