Version 1
: Received: 11 August 2021 / Approved: 13 August 2021 / Online: 13 August 2021 (08:33:25 CEST)
How to cite:
Martínez-Carmona, M.; Gil del Pino, C.; Álvarez-Castillo, J.L. The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit. Preprints2021, 2021080287. https://doi.org/10.20944/preprints202108.0287.v1
Martínez-Carmona, M.; Gil del Pino, C.; Álvarez-Castillo, J.L. The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit. Preprints 2021, 2021080287. https://doi.org/10.20944/preprints202108.0287.v1
Martínez-Carmona, M.; Gil del Pino, C.; Álvarez-Castillo, J.L. The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit. Preprints2021, 2021080287. https://doi.org/10.20944/preprints202108.0287.v1
APA Style
Martínez-Carmona, M., Gil del Pino, C., & Álvarez-Castillo, J.L. (2021). The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit. Preprints. https://doi.org/10.20944/preprints202108.0287.v1
Chicago/Turabian Style
Martínez-Carmona, M., Carmen Gil del Pino and J. L. Álvarez-Castillo. 2021 "The Basic Cycles of Vocational Training (Bpt) In Spain: Student Satisfaction and Perceived Benefit" Preprints. https://doi.org/10.20944/preprints202108.0287.v1
Abstract
This study aims to better understand students who attend the Basic Vocational Training Cycles (FPB) regarding the measures to ensure diversity. This quantitative research project approximates the perception of students concerning their passage through their previous studies and their satisfaction and goals after finishing the school year. The sample con-sists of 352 students from Cordoba (Spain). A questionnaire has been used which follows the CIPP model. After the exploratory factor analysis was completed with the different groups of items and their descriptive analysis, various tests were carried out to consider the hypotheses (Pearson's correlation (r), one-factor analysis of variance and repeated ANOVA measures). The results indicate that the educational interest of the students is ac-ademic and professional. Likewise, there is no relationship detected between the appear-ance of socio-professional goals and average academic levels and the attributions with re-spect to repetitions of previous courses, although these goals vary depending on the satis-faction shown by the students with respect to the cycles. We conclude that the course of the FPB influences the adoption of decisions regarding academic-professional projects.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
