Relación entre Estilos de Aprendizaje y el Rendimiento Académico en Estudiantes de Secundaria: Caso de la Unidad Educativa Sergio Nuñez Santa María

The present research aimed to analyze the relationship between learning styles and the academic performance of secondary school students at the Sergio Núñez Santa María Educational Unit in the city of Guayaquil. The study was framed within a quantitative approach, correlational descriptive level, non-experimental-cross-sectional design and field research type. The sample consisted of 68 students, to whom the Honey-Alonso Learning Styles Questionnaire (CHAEA), composed of 80 categorical questions, was applied. 68 academic records from the 2024-2025 period were reviewed, which were reviewed to determine the students' academic performance. The results showed that the predominant learning style was reflective (41.2%), followed by theoretical (27.9%), active (19.1%) and pragmatic (11.8%). Regarding academic performance, 69.1% of students obtained a "Very Good" grade and 30.9% an "Excellent" grade, with no poor, average, or good grades. The Spearman correlation between learning styles and academic performance was 0.159, with a two-tailed significance of 0.195, indicating a weak and statistically insignificant relationship at the 0.05 level. In conclusion, students' academic performance was considered "Very Good" or "Excellent," regardless of their learning style.