ESTILOS DE APRENDIZAJE Y RENDIMIENTO ACADÉMICO EN ESTUDIANTES DE PEDAGOGÍA DE EDUCACIÓN GENERAL BÁSICA (PRIMARIA) DE UNA UNIVERSIDAD PÚBLICA DE CHILE
DOI:
https://doi.org/10.55777/rea.v6i11.979Keywords:
Estilos de Aprendizaje, Rendimiento Académico, PedagogíaAbstract
Resumen
Se realiza un estudio descriptivo-correlacional, de naturaleza cuantitativa, cuyo objetivo fue identificar los estilos de aprendizaje y estrategias de enseñanza usadas por docentes, en estudiantes de pedagogía de una universidad chilena, y relacionar los estilos de aprendizaje con el rendimiento académico. Se tomó una muestra de 71 estudiantes de primer año de la carrera de Pedagogía General Básica (primaria) de la Universidad del Bío-Bío (Chile). Los resultados muestran un predominio del estilo de aprendizaje reflexivo, así como un predominio de estrategias de enseñanza de los docentes basadas en la exposición; así también se observa un nivel de relación positiva y significativa, aunque medianamente baja, entre el rendimiento académico, y los estilos de aprendizaje teórico (r=0,291) y reflexivo (r=0,237).
Learning styles and academic achievement in students of Pedagogy of Basic Education (primary) in a public university in Chile
Abstract
A correlational quantitative and descriptive study was carried out, aimed to identify learning styles and teaching strategies used by professors, in a sample of student of pedagogy from a Chilean university, relating learning styles to its academic performance. A sample of 71 students in a first degree in the career of General Basic Education (primary) of the Universidad del Bío-Bío (Chile). The results show a predominance of reflective learning style, and a predominance of teaching strategies of teachers based on exposure, so there is a level of positive and significant, although fairly low, between academic performance and theoretical learning styles (r = 0.291) and reflective (r = 0.237).
Downloads
Downloads
Published
How to Cite
Issue
Section
License
By submitting the original, the author(s) declare that they are aware of and accept, in full, the privacy policy as well as the copyright of the Learning Styles Magazine.
The Learning Styles Magazine offers free and open access to its content, completely free of charge, in order to bring scientific research to its readers and society in general. All digital contents are free and open access and are published under a Creative Commons license:
Rights are granted under the Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0)
The Learning Styles Magazine is an open access journal. Publication of articles or reviews in the Journal does not entitle you to any remuneration. For authors as well as readers, the journal is free Creative Commons Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional (CC-BY-NC-ND 4.0).
With this licence, the reproduction and dissemination of the contents of the magazine for educational, social and knowledge transmission purposes is permitted, without any profit motive in mind, provided that the source and authorship are not modified. The licence granted to Learning Styles Magazine allows the copying and distribution of the magazine's contents, as long as the authorship of the work is recognised, correctly specifying the author and the publishing entity. The work may not be used for commercial purposes, nor may it be altered, transformed or generated from this work.
The publication of articles or reviews in the Journal does not give the right to any remuneration.
The Learning Styles Journal invites the author/authors to increase the visibility and scope of their articles published by re-disseminating them in:
- Web spaces and personal networks, as well as in scientific meetings and forums
- Open institutional archives in Universities, educational repositories and Research Centres.
- Academic and scientific networks (Researchgate, Academia.edu, Plubons, etc.)
All these spaces and publications must include all the bibliographic data of the publication.
