Relación de los estilos de aprendizaje con el desempeño académico de los estudiantes

Abstract

First, learning styles are defined as cognitive traits that people use to acquire knowledge, its variation depends on several motivational, cultural, and interpersonal factors. For this reason, within the educational environment, teachers must manage an appropriate pedagogy according to the diversity of the students. Moreover, classrooms are considered as real scenarios where through the application of appropriate methodologies, techniques, strategies, and resources where significant learning is achieved. As a result, the educational practice is improved, and we obtain a more effective academic performance with results that reflect the learning. In addition, it is important to mention that academic performance is directly affected when there is no adequate intervention to strengthen and stimulate students' ways of learning. For this reason, the present degree work is directed to know the relationship of learning styles with the academic performance of the students of the seventh year of general basic education parallel "B" in "Zoila Ugarte del Landívar" school in the city El Guabo during the academic year 2020-2021. This topic has emerged through direct observation of the educational context, which has as main objective to determine the predominant learning styles to identify them and understand the role of the teacher. Apart from that, the methodology applied in this research is quantitative, based on the deductive, analytical, and correlational methods. An abbreviated and adapted version of the CHAEA questionary was applied as an instrument because of the study group to determine the predominant learning style in a classroom with 37 students. It is worth mentioning that this questionnaire measures the learning style from four dimensions such as active, reflective, theoretical, and pragmatic. An observation guide was also applied, which allowed the evaluation of the teacher's teaching process, and the students' grades were socialized to be considered as an analysis. Furthermore, the results showed that the predominant learning styles in the classroom were reflective and active, it was also recognized by the teacher who did not know about them. It was the reason why she was not applying the correct methodology to develop the activities that stimulate the students' way of learning. It was reflected through the decreasing grades in the students especially in the subject of social studies. Through this example, we can notice the relationship between learning styles and academic performance. Finally, given this problem, a proposal is made for the implementation of a methodological guide to stimulate learning styles, which through activities will promote motivation and attention to the cognitive profile of the students. Apart from that, it is important to mention that the role of the teacher is indispensable because, within the educational task, practices that improve teaching should be promoted. As teachers we need to consider the way students learn, valuing knowledge, and differentiating their strengths and weaknesses to apply the correct strategies that improve academic skills directing the teaching-learning process towards educational quality.