Evaluation of Competence Achievement and Student Satisfaction in University Teaching and Learning Process

Introduction. Assessing students’ academic performance and satisfaction with the teaching-learning process is a fundamental aspect of university education. In this study, we test the effectiveness of undergraduate learning, in the framework of the European Higher Education Area, and the students’ satisfaction with this process. It was hypothesized that a higher level of performance would lead to a higher level of satisfaction with the teaching-learning process. Method. The study sample was composed of 253 students, enrolled in a degree course in Psychology, who were evaluated during four successive years. Descriptive, associative, predictive and inferential analyses were carried out, using an ex post-facto study design. Results. These analyses showed that the evaluation of competence acquirement correctly predicted students’ performance and their satisfaction with the teaching-learning process (positive for learning, but negative for teaching). Specifically, performance in procedural (practical) activities predicted less satisfaction with the teaching process. Discussion and conclusion. This suggests that hands-on learning activities impose a considerable burden on learning, requiring greater effort. We analyse the implications of these results and highlight the need for further study in this field in order to facilitate decision-making in the context of university education.