Propuesta Metodológica a Partir de la Relación entre Estilos de Aprendizaje y Rendimiento Académico en Universitarios

Objective: The main objective of this research was to analyze the relationship between learning styles and academic performance of students at the Instituto Tecnológico Superior de Nochistlán (ITSN). Understanding this dynamic is important to be able to optimize teaching-learning strategies at the Institute. Method: the method used was a quantitative, correlational and non-experimental study. We worked with a significant sample of 193 students, covering the five careers offered by the Institute, both in face-to-face and blended modalities. For data collection, the Honey-Alonso Questionnaire of Learning Styles (CHAEA) was applied, which made it possible to identify the learning preferences of each participant. In order to determine the possible relationship between the study variables, non-parametric statistical tests were used, given the characteristics of the data. Specifically, the Kruskal-Wallis test was used to compare groups and Spearman's correlation coefficient was used to evaluate the association between variables. Results: the results revealed a greater inclination for the reflective learning style among students, a tendency that remained consistent in both study modalities (face-to-face and blended). However, and this constitutes a key point of the research, the statistical analysis did not yield a statistically significant relationship (p<0.05) between learning styles and the academic performance of ITSN students. This suggests that, at least in this sample and under the conditions of this study, the preference for a specific learning style is not a direct or influential predictor of the grades obtained by the students.