Abstract: The educational paradigm is evolving towards competency-based learning rather than standardized testing. In this setting, Active Learning is to boost, among others, student engagement, critical thinking skills, and application of knowledge into real-world issues. This paper examines the overall performance of sophomore students in a new engineering and management bachelor's degree at a university in Valencia, Spain. The creation of this program relies on the absence of a versatile professional profile in Spain: an engineer with business insight. The study is carried out via simple and multiple linear regression models. Several variables that may affect performance have been considered to determine whether the implemented techniques are effective enough. The investigation is also divided into smaller subject groups as it comprises a wide variety of course topics, ranging from Fluid Mechanics or Thermodynamics to Business Law or Marketing. Therefore, by utilizing the same sample, it is possible to delve deeper into actual performance and the pivotal factors affecting results within each subject subset. As a result of the analysis, several models showing the relevance of these factors on student competences have been developed. The study offers recommendations to enhance student advice and elevate overall learning outcomes in this interdisciplinary educational context.
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