DIAGNÓSTICO DE ESTILOS DE APRENDIZAJE EN ESTUDIANTES UNIVERSITARIOS DE NUEVO INGRESO BASADO EN LA DOMINANCIA CEREBRAL
DOI:
https://doi.org/10.55777/rea.v3i5.902Keywords:
Estilos de aprendizaje, dominancia cerebral, estudiantes universitarios, diferencias por géneroAbstract
RESUMEN
El objetivo de este estudio es conocer los estilos de aprendizaje de los alumnos de nuevo ingreso de la Unidad Académica Multidisciplinaria Zona Media de la Universidad Autónoma de San Luis Potosí (México) y determinar si sus características sociodemográficas influyen en el tipo de aprendizaje. El estudio fue un censo de tipo longitudinal, descriptivo y correlacional, se aplicó el cuestionario Modelo de Cuadrantes Cerebrales para alumnos elaborado por Pablo Cazau (2005) a partir de Chalvin (2003) a 179 estudiantes de primer ingreso de la generación 2009-2010, se aplicó estadística descriptiva a través de frecuencias, promedios, gráficas de barras, así como correlaciones bivariadas como la aplicación de V de Cramer, Eta y t para muestras independientes. Se encontró que la dominancia cerebral de los estudiantes es cortical izquierdo. Existe evidencia que el estilo de aprendizaje no se explica por la variable sexo ni por el resto de las características sociodemográficas del estudiante. Es necesario generar estrategias que faciliten el proceso de aprendizaje de los alumnos y potencialice las capacidades del mismo. PALABRAS CLAVE: Estilos de aprendizaje, dominancia cerebral, estudiantes universitarios, diferencias por género.
ASSES THE LEARNING STYLES OF UNIVERSITY UNDERGRADUATE STUDENTS BASED ON CEREBRAL DOMINANCE
ABSTRACT
The objetive of this study is to asses the learning styles undergraduate students in Unidad Académica Multidisciplinaria de la Zona Media de la Universidad Autónoma de San Luis Potosí (México) and determine whether socio-demographic characteristics influence the learning style. study was a census longitudinal, descriptive and correlational questionnaire was applied Brain “Cuestionario Modelo de Cuadrantes Cerebrales para alumnos of Pablo Cazau (2005) a partir de Chalvin (2003)” to 179 freshmen students Generation 2009- 2010 it was analyzed through frequencies, averages, bar charts, and bivariate correlations and the application of Cramer's V, Eta and t for independent samples. The cerebral dominance students is left cortex. There is evidence that learning style is not explained by the variable sex or the other sociodemographic characteristics of the student. It is necessary to generate strategies that facilitate the learning process of students and potentializing the capabilities.
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