Relationship between teaching methodologies and learning approaches in the university

The main objective of this study is to know the correlations between the teaching methodologies carried out and their relationship with the learning approaches and learning strategies used by students of first and third course of the Grade on Pedagogy of the Faculty of Science Education of the University of Granada. The instruments for collecting information have been the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F), the Inventory of study habits (IHE) and the Questionnaire for the Evaluation of the “Modulating” Variables of the Teaching Style in Higher Education (CEMEDEPU). The data analysis has been of descriptive statistics, a comparison of means by Student’s T analysis and the correlations between variables of the I.H.E. and R-SPQ-2F have been analyzed. Theresultsindicatethat theteaching methodologyfocused on learning directlyinfluencesthe deep focus, deep motivation and deep strategy. Is obtained a direct and significant relationship of the deep approach with the scales of environmental conditions of the study, study planning and content assimilation is obtained.