Resumen

TARAZONA MIRANDA, Víctor Hilario; HUAMAN GUTIERREZ, Oscar Gustavo; ANGULO CALDERON, César Augusto  y  MENDOZA HIDALGO, Mary Liz. Learning styles and academic performance. Case study School of fluid Mechanics of the la Universidad Nacional Mayor de San Marcos. Conrado [online]. 2021, vol.17, n.79, pp.293-302.  Epub 02-Abr-2021. ISSN 2519-7320.

Student academic performance has been associated with many factors surrounding the conditions in which they achieve learning. The objective of this research is to demonstrate the most appropriate use of different learning styles in order to improve academic performance and the results in the evaluation in differential calculus of the students of the 1st cycle of the School of Fluid Mechanics of the National University of San Marcos. The type of research is substantive, with a descriptive level and correlational design. First, the different learning styles of the students were identified according to the Honey-Alonso questionnaire. The instrument presents a list of 80 items on learning styles that are structured into four groups or sections of 20 items corresponding to the four learning styles: active, reflective, theoretical and pragmatic. The sample obtained was from the total population, that is, 114 students of the first cycle of the Universidad Nacional Mayor de San Marcos of the School of Fluid Mechanics. Among the main results, it was found that the most prevalent learning styles are reflective, followed by pragmatic. Likewise, it is obtained that the theoretical and reflective styles are the two most closely related to their notes.

Palabras clave : Learning style; academic performance; CHAEA.

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