Las causas del absentismo de los estudiantes de Derecho según su propia opinión
Absenteeism among Law School students is a frequent concern among both university faculty and administrators. The aim of this study, building on previous surveys undertaken in academic years 2007–2008 and 2009–2010 years, is to identify the reasons given by students matriculated on the undergraduate...
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| Autores principales: | , , , , , , , , |
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| Formato: | Artículo |
| Idioma: | Castellano |
| Publicado: |
2019
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| Materias: | |
| Acceso en línea: | https://dialnet.unirioja.es/servlet/oaiart?codigo=6945493 |
| Fuente: | Revista de educación y derecho = Education and law review, ISSN 2013-584X, Nº. 19, 2019 |
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| Sumario: |
Absenteeism among Law School students is a frequent concern among both university faculty and administrators. The aim of this study, building on previous surveys undertaken in academic years 2007–2008 and 2009–2010 years, is to identify the reasons given by students matriculated on the undergraduate degree in Law at the University of Barcelona to account for class absenteeism. The study, as well as undertaking a rigorous academic analysis, seeks to develop a pedagogical and academic policy tool for reducing absenteeism as and where possible. The study is based on the opinions of 577 undergraduate students collected in the spring of 2017 by simple random sampling. The students completed a questionnaire in which they responded to 18 closed questions and a final open question addressing the reasons for their non-attendance. The questionnaire also collected information in relation to five socio-demographic variables. A quantitative statistical analysis, factor analysis and qualitative analysis were carried out on the responses to the open question. Broadly speaking, the results indicate that absenteeism is related to the teaching methodology employed by university lecturers – in many instances still overly lecture-based and teacher-centred. Students also mention the conflicting problems of logistical organization that they face, and while not an irrelevant factor, it can in all circumstances be considered a secondary cause. Among the solutions suggested for rectifying this complex, multi-causal phenomenon are the need for teachers to implement other methodological resources in addition to the traditional lecture-based class and to develop an ability to endow their classes with added value – targets that will require the promotion of teacher policies and teacher training. |
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