Comparative study of the learning approaches of Pedagogy and Primary Education Bachelors' students

The European Higher Education Area allowed the introduction of significant changes in universities at the structural, academic, organizational and management levels, although for the students those changes were materialised in changes related to their learning processes and in the ways of dealing with the demands asked by the institution and professors. Once the Horizon 2010 has passed and focusing on the Horizon 2020, while still being in the middle of the process of renovating the certification of bachelor and master titles, the necessity of reflecting on the results obtained after the whole reform comes in order to prove if those results are the ones expected or new reforms should be undertaken. From this perspective, an investigation that analysed the profile and learning approaches of 416 students of the bachelors of Primary Education and Pedagogy during three academic years is presented. The design followed in this investigation is a non-experimental quantitative study carried out through a survey. The Study Process Questionnaire-2 Factors (SPQ) in its revised and Spanish version (R-CPE2F) has been used for the data collection. The results were analysed with the statistic package SPSS in its 23rd version. The results showed that the predominant learning approach is the deep approach and that its percentage of use increases with the courses. These results are related to the quality of learning and the academic performance, both being, a priori, adequate.