Publication: Interacción del rendimiento académico con los estilos de
aprendizaje y de enseñanza
Loading...
Date
2022
Authors
Díaz Serrano, José ; Alfageme González, María Begoña ; Cutanda López, María Trinidad
item.page.secondaryauthor
item.page.director
Publisher
Universidad de Murcia. Servicio de Publicaciones
publication.page.editor
publication.page.department
DOI
https://doi.org/10.6018/reifop.486081
item.page.type
info:eu-repo/semantics/article
Description
Abstract
Se plantea evaluar la incidencia de los estilos de aprendizaje sobre el rendimiento de los
estudiantes en contenidos geográficos. Muestra de diez centros educativos: 21 docentes de
Geografía e Historia y 483 estudiantes de secundaria, con un perfil de aprendizaje en el que
predominan los estilos Reflexivo y Teórico. Obtienen mejores calificaciones frente a
contenidos geográficos cuando su perfil de estilos de aprendizaje presenta puntuaciones
más altas en Reflexivo y Teórico y más bajas en Activo. Las calificaciones son mejores cuando
estudiante y docente coinciden en poseer una preferencia alta por los estilos Reflexivo y
Formal, respectivamente.
We propose to evaluate the incidence learning styles on student performance in geographic content. The sample of ten educational centers: 21 Geography and History teachers and 483 high school students, with a learning profile in which the Reflective and Theoretical styles predominate. Students obtain better scores against geographic contents when their learning styles profile shows higher scores in Reflective and Theoretical and lower scores in Active. The grades are better when the student and the teacher coincide in having a high preference for Reflective and Formal styles, respectively.
We propose to evaluate the incidence learning styles on student performance in geographic content. The sample of ten educational centers: 21 Geography and History teachers and 483 high school students, with a learning profile in which the Reflective and Theoretical styles predominate. Students obtain better scores against geographic contents when their learning styles profile shows higher scores in Reflective and Theoretical and lower scores in Active. The grades are better when the student and the teacher coincide in having a high preference for Reflective and Formal styles, respectively.
publication.page.subject
Citation
item.page.embargo
Ir a Estadísticas
Este ítem está sujeto a una licencia Creative Commons. CC BY 4.0