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[EN] Student learning approach can change due to different factors than can classified as contextual, perceived, or personal. The contextual factors can include the type of studies, institutional setting, assessment, or classroom activities, subject or course where the subject is framed. Students can choose between a deep approach, where meaning and comprehension is sought, or a surface approach, with lack of personal connection and reflection, use of memory and minimum effort. Assessment of the learning approach can help to select the most suitable strategies of teaching, with the purpose of facilitating the engagement of the students in the subject and to maximize their learning process. Some questionnaires have been developed to assess the student approach to learning of the student, and the R-SPQ-2F questionnaire is one of the most used. In this study, students of the Biotechnology degree were assessed with the R-SPQ-2F questionnaire for their student approach to learning in one subject of first course (2018-19). The same students were assessed in the following year (2019-20) in another subject of second course. Results allowed the validation of the reliability of the questionnaire for the main scales of the questionnaire but no for the subscales. Differences were recorded according to the subject for the deep approach but not for the surface approach. No differences were observed according to the language used as medium of instruction and differences regarding gender were observed for the surface approach. On student basis, deep approach decreased from first-course subject to second- course subject while surface approach increased, but some students showed the opposite behaviour. Results showed that students can vary their student approach to learning according to the subject., The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).

[EN] Student approach to learning can vary between students depending on different factors. Those factors can be classified as contextual, perceived or student factors. Contextual factors are the type of studies, the subject, the classroom activities or the assessment system among others. Some of those factors are in the teacher domain and can be modified to influence student approach to learning. In the present study, the R-SPQ-2F questionnaire was completed by freshmen students of Biotechnology degree at the beginning and the end of a General Genetics subject. The students showed a higher deep approach than surface approach and differences were observed depending on year, gender and language used as medium of instruction. Pre- and post-test comparison showed no variation in deep approach while a slight increase in surface approach. The item reliability of the questionnaire was high, and correlations were found between the main scales and secondary subscales. The methodology, classroom activities and assessment system used in the subject seem to maintain the initial interest of the students in the subject but more studies should be made to get more involvement of the students in their own learning and improve their results., The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).

[EN] Teaching environment is one of the contextual factors that influence the student approach to learning, apart from perceived or student factors. Contextual factors can be in teachers¿ domain, who have the possibility to modify them in an attempt to promote deep student approach to learning. This approach is more related to a better academic performance of the student in opposition to surface approach to learning. Classroom activities and assessment system are among the factors mainly determined by the teachers of the subject. In the present study, the student approach to learning of student of a second-year master subject was determined using the R-SPQ-2F questionnaire at the beginning and at the end of the subject, during two different years. The main scales and subscales of the questionnaire were analysed, and gender and teaching and assessment system were used as variables that can influence the modification of student approach to learning. Results showed an improvement of deep student approach, while no modifications were made in the surface approach to learning. These results can indicate that teaching and assessment activities used in this subject promote a deeper approach to learning and can give guidelines to teachers to improve their performance in the classroom., The publication of this work has been funded by a project of Educational Improvement and Innovation awarded by the Vice Dean for Studies, Quality and Accreditation of the Universitat Politècnica de València (Spain).