Relationship of preferences in learning styles with the academic performance of university engineering students

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Resumen

This research has its origin in the study of learning styles as a key factor in achieving optimal levels of learning in university students. For this reason, the relationship between the predominance of active, reflective, theoretical and pragmatic learning styles (CHAEA) in the academic results of university engineering students addressed by sex, professional career has been investigated through a descriptive and correlational design, levels of preference and scales of academic evaluation. The most prevalent style for engineering students is reflexive, but there is no relationship between learning styles and academic performance demonstrated with the Spearman's Rho correlation (p> 0.05).

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Palabras clave

academic performancelearning stylesCHAEA Questionnairerendimiento académicoestilos de aprendizajeCuestionario CHAEA