Appreciation of difficulties in the study and learning activity in students of different disciplines

Abstract

In this paper we have the aim of studying difficulties appreciated in entrance and ending university pregraded students at the Universidad de la República. We selected intentional students’ samples of Humanities, Biology and Psychology. In the study achieved we found remarkable differences between difficulty patterns within their study and learning activity associated to the disciplinary context and to the moment of the trajectory students were following. We obtained results that show that ending students were the ones that considered having more difficulties than the beginners. These were concentrated, in a privleged way, in writing and reading and in the study task. Even when there are clear differences connected with communities of practices we emphasize commonalities, which derive from conditions and general problems that are contented in the students’ references.