DIFERENCIAS DE GÉNERO EN EL RENDIMIENTO ACADEMICO Y EN EL PERFIL DE ESTILOS Y DE ESTRATEGIAS DE APRENDIZAJE EN ESTUDIANTES DE QUÍMICA Y FARMACIA DE LA UNIVERSIDAD DE CONCEPCION
DOI:
https://doi.org/10.55777/rea.v4i7.926Keywords:
Estilos de aprendizaje, Estrategias de aprendizaje, GéneroAbstract
RESUMEN
Diversos estudios reportan diferencias en procesos intelectuales en función del género. El objetivo de este estudio fue determinar diferencias de género en rendimiento y, estilos y estrategias de aprendizaje (EEA) en estudiantes de Química y Farmacia de la Universidad de Concepción.A 44 estudiantes de 23 ± 0.21 años se aplicaron los cuestionarios de estilos de aprendizaje de Honey-Alonso (CHAEA) y de preferencia visual, auditiva o cinestésica (VAC) y un cuestionario abreviado sobre estrategias de aprendizaje; Adquisición, Codificación, Recuperación y Apoyo (ACRA). Se evaluó el rendimiento de las asignaturas de Farmacoquímica, Tecnología Farmacéutica y Farmacología.Las mujeres tienen mayor rendimiento y usan más estrategias cognitivas que los hombres. Los estilos activo, reflexivo, teórico y pragmático fueron moderados, sin diferencias de género, pero se demostró predominio visual en las mujeres.Se concluye que existen diferencias en rendimiento y en EEA en los estudiantes de Química y Farmacia en función del género.
GENDER DIFFERENCES IN ACADEMIC PERFORMANCE, LEARNING STYLES AND THE USE OF STRATEGIES OF LEARNING IN STUDENTS OF PHARMACY AT THE UNIVERSITY OF CONCEPCION
ABSTRACT
Several studies report gender differences in intellectual processes. The proposal of this study was to evaluate academic performance, profile of learning styles and the use of learning strategies in students of Pharmacy at the University of Concepción.The CHAEA and VAC questionnaires and a shortened version of the ACRA questionnaire were applied to 44 students from 23 ± 0.21 years. We also evaluated the academic performance of the students in Pharmacochemistry, Pharmaceutical Technology and Pharmacology.The results demonstrated that women have higher performance and use more cognitive strategies than men. The learning styles, active, reflexive, theorist and pragmatic, were located in the moderate preference without gender differences; but women showed a visual preference.We conclude that there are differences in academic performance, in the profile of learning styles and in the use of learning strategies in students of Pharmacy, by gender.
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