Background:

the timely identification of strategies and learning goals in students is important in the success of the purposes of the teaching-learning process.

Objective:

to describe the learning strategies and academic goals in students enrolled from first to sixth semesters, during the academic period October 2016 - February 2017, at the Faculty of Health Sciences of the National University of Chimborazo.

Method:

a descriptive observational study was carried out, during the academic period October 2016 - February 2017, at the Faculty of Health Sciences of the National University of Chimborazo, in which the questionnaires for the evaluation of academic goals (QEAG) were applied and autonomous work strategies (AWS), whose resulting data were analyzed and interpreted using statistical methods of the descriptive and inferential parametric levels.

Results:

a predominance of independence was observed between the career they were studying and the learning strategies; but there was a significant dependence (p = 0.02 <0.05) with respect to conceptualization and very significant for participation (p = 0.006 <0.01). The mean of the types of academic goals studied placed almost all of them in the category at times (means between 3.11 and 3.28); With the exception of those oriented to learning (3.59 on average) for 41.78%.

Conclusions:

none of the learning strategies predominated among the studied population, the category at times prevailed in each one; however, among the academic goals, those oriented to learning predominated, which were mostly located in the scale value many times.

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