A comparative study on the development of technical skills in higher education students through the use of the learning contract

Abstract

Acquiring technical skills during university education becomes essential for developing professional field-specific capabilities, for which the application of innovative methodologies is recommended. This study aims to conduct a comparative analysis of the assessments provided by students on the Pedagogy and Dentistry programmes at the University of Seville (Spain) and the Translation and Interpretation programme at the University of Edinburgh (Scotland) to understand their perception of the development of technical skills through the learning contract. Percentages, means, standard deviations and results of non-parametric inferential tests (Kruskal-Wallis and Games Howell) were evaluated between different groups. The results indicate a positive assessment from the students regarding the development of skills related to the organisation and planning of learning, followed by those related to autonomous learning, and lastly, those related to the application of various methods and procedures through the learning contract. Additionally, it is noted that both the participants’ qualifications and age substantially influence their perceptions. Thus, it is inferred that the statistically significant differences found may be attributed to prior experience with the use of the methodology itself.