Incidencia de los estilos de enseñanza y estilos de aprendizaje en el rendimiento académico de los estudiantes universitarios

Abstract

The present work is a quantitative approach study of a descriptive - correlational and exploratory type that aims to explore the incidence between the Teaching Style and Learning Style on the Academic Performance in students from first to third cycle and teachers who teach some subject in the cycles named previously from the Faculty of Psychology of the University of Cuenca; the study population was 160 students and 19 teachers; for the data collection the questionnaire of Styles of Education of Martinez was used in function of the Learning Styles of Honey - Alonso for the teachers and the questionnair Styles of Learning (CHEA) of Honey - Alonso for the students, also were review performance of the students with respect to the academic cycle of the study. The processing of the data was worked with the SPSS V program. 20 determining that the Functional and Open Teaching Styles are the ones that predominate among the teachers with an inclination towards the High preference level and in the students the Active Learning Style is the which predominates with the High preference level; finally it was obtained that the Teaching Styles and the Learning Styles do not affect the Academic Performance was determined by means of the non-linear Pearson correlation test where values lower than 0.3 were obtained with a p-value 0,0 and 0,1. In addition to the research work it has be made the validation of the Teaching Styles questionnaire was carried out using the KR20 test, indicating that the questionnaire is not measuring what it intends to measure, that is, that the KR20 values are less than 0.5