ESTILOS DE APRENDIZAJE Y RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE INGENIERÍA EN MÉXICO
DOI:
https://doi.org/10.55777/rea.v6i11.978Keywords:
Estilos de Aprendizaje, Rendimiento Académico, Cuestionario CHAEA, Estudiantes de Ingeniería, Estudio CorrelacionalAbstract
Resumen
El propósito del estudio es investigar la relación que existe entre los estilos de aprendizaje de los estudiantes de diferentes carreras de ingeniería y su aprovechamiento académico. Se administró el Cuestionario Honey Alonso de Estilos de Aprendizaje (CHAEA) a una muestra de 170 estudiantes de cuatro carreras de ingeniería del Instituto Tecnológico de Motul, México. Se encontró que el estilo de aprendizaje predominante fue el reflexivo (media = 14.44). Se encontró también una relación positiva significativa entre el estilo de aprendizaje pragmático y el rendimiento académico, tanto en estudiantes de la carrera de Ingeniería en Sistemas Computacionales como en la de Ingeniería Industrial; y entre el estilo de aprendizaje teórico y el rendimiento académico en los estudiantes de la carrera de Ingeniería Electromecánica. Finalmente, sólo se encontraron diferencias significativas en el promedio de rendimiento académico entre hombres y mujeres, las mujeres tuvieron mejor rendimiento académico.
LEARNING STYLE AND ACADEMIC ACHIEVEMENT IN ENGINEERING STUDENTS
Abstract
The purpose of this study is to analyze the learning styles of students in engineering careers and their relationship with academic performance, and the comparison between men and female regarding learning styles. The Honey Alonso Learning Styles Questionnaire (CHAEA) was administered to a sample of 170 students from four engineering programs. It was found that the predominant learning style was reflective (mean = 14.44). We also found a significant positive relationship between pragmatic learning style and academic performance, in both Computer Systems Engineering and Industrial Engineering; we found a significant positive relationship between theoretical learning style and academic performance among students of the Electromechanical Engineering program. Finally, we only found significant differences by sex in their mean academic performance. Women had higher academic performance than men.
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