Introduction:

It is known that a positive student perception about the teaching and learning process is a relevant aspect which improves academic performance. However, there are few studies that consider other academic factors acting upon students who enroll in higher education.

Aim:

To find out about the academic background of physical therapy students, their perception about teaching methods and its relation to academic performance.

Subjects and methods:

A descriptive cross sectional study was conducted. Sample consisted of 108 physical therapy students who enrolled in a Locomotor Anatomy course. A questionnaire to assess perceived satisfaction and academic background was designed, which was validated and then applied to students. In addition, students' grades were register during semester.

Results:

Students gave positive ratings to teachers' performance about teaching methods in all three dimensions, with a score above 3.5 ± 0.3. Yet, 65.7% of alumni failed the course. Results showed no direct relationship between teaching methods and academic performance. However, academic background seems very important.

Conclusion:

Variables such as students' academic background, which are considered predicting factors associated with academic success, should be discussed as well as those associated with academic burnout. It is recommended to incorporate supporting strategies for students with such characteristics in order to improve their academic performance.

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