ESTILOS DE APRENDIZAJE DE LOS ESTUDIANTES DE LA CORPORACIÓN UNIVERSITARIA ADVENTISTA DE COLOMBIA Y SU RELACIÓN CON EL RENDIMIENTO ACADÉMICO EN EL ÁREA DE MATEMÁTICAS
DOI:
https://doi.org/10.55777/rea.v4i7.922Keywords:
Estilo de aprendizaje – Rendimiento académico – Matemáticas LEARNING STYLES OF STUDENTS AT “CORPORACION UNIVERSITARIAAbstract
RESUMEN
El objetivo de este artículo es compartir los resultados de una investigación sobre los estilos de aprendizaje y el rendimiento académico en matemáticas en universitarios; Alonso, Gallego y Honey (1995:48) definen los estilos de aprendizaje como “los rasgos cognitivos, afectivos y fisiológicos, que sirven como indicadores relativamente estables, de cómo los discentes perciben, interaccionan y responden a sus ambientes de aprendizaje”; Honey y Mumford (1986) los clasifican en cuatro estilos: activo, reflexivo, teórico y pragmático.
La investigación fue cuantitativa, descriptiva y transversal; para la medición de los estilos de aprendizaje se utilizó el Cuestionario Honey-Alonso de Estilos de Aprendizaje (CHAEA).
Los resultados no mostraron relación significativa entre el puntaje obtenido en los estilos reflexivo y teórico con el rendimiento académico en matemáticas, pero sí una relación inversa de éste, con los estilos activo y pragmático. Tampoco se presentó diferencia en el rendimiento académico en matemáticas según el estilo de aprendizaje dominante.
LEARNING STYLES OF STUDENTS AT “CORPORACION UNIVERSITARIA ADVENTISTA” AND THE RELATION WITH THE ACADEMIC ACHIEVEMENT IN THE MATH AREA
ABSTRACT
The goal in this article is to share the results of a research in learning styles and the academic achievement in the math area for students at the university level.
Alonso, Gallego y Honey (1995:48) define the learning styles as “the physiological, affective and cognitive characteristics that work as permanent indicators as how the learners perceive, interact and respond in their learning environments”; Honey y Mumford (1986) classify them in four styles: active, reflexive, theoretical and pragmatic.
The research was quantitative, descriptive and transversal. To measure the learning styles we used the Honey Alonso questionnaire (CHAEA) .
The results did not show a significant relation between the scores obtained in the reflexive and theoretical styles with the academic achievement in mathematics but an indirect relation in them with the active and pragmatic styles. There was neither a difference in the academic achievement in mathematics according to the predominant learning style.
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