Estilos de aprendizaje y rendimiento académico de estudiantes de la carrera de obstetricia

Abstract

Introduction: The present study analyzed the learning styles of university students of obstetrics of Concepción, and its relationship with age, year of career and academic performance variables. Researchers hypothesized that the learning style that increases student performance the most is the reflective style. Materials and Methods: A descriptive, cross-sectional and correlational study was carried out on 208 students enrolled between 2015 and 2018. The research used CHAEA questionnaire of Learning Styles of Honey and Alonso. For the statistical analysis, the Pearson Chi Square test and the ANOVA test with planned comparisons were used to determine if there were significant differences between academic performance and learning style. Results: The results showed that 50 % of students have a predominance of reflective style, while 48 % showed a combined reflective-theoretical dominance. The inferential analysis determined that there are statistically significant differences between the academic performance and predominant learning style (p =.001). Conclusion: There is no relationship between learning styles and age or career year students; however, there is a relation between it and the performance which could be determined by the link between both reflective style and generic abilities developed in this health program.