Learning styles and English Language Learning in students from a high school

Laura-De La Cruz K.M.; Dorcas S.-V.A.; Milagritos B.-V.S.; Pilar L.-A.G.; Nicolas P.Y.D.; Daniel B.-B.R.; Tomas F.-S.J.L. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2024)

Resumen

The objective of this study was to ascertain the extent of correlation between learning styles and English language acquisition in young pupils attending secondary school. The research conducted was of a fundamental nature, without experimentation, and employed a correlational design. The research sample consisted of roughly 250 students who were in their fifth year of secondary school at an educational institution in Tacna. A total of 45 students were used to establish the sample size. A questionnaire was employed as the data collecting tool for the Learning Styles variable, while a test of English knowledge was utilized for the English learning variable. The findings indicate that the primary learning style among the students is visual, accounting for 37.78% of the total, followed by auditory at 35.56%, and kinesthetic at 26.67%. Additionally, the average English learning level achieved an expected achievement level of 48.89%. Based on the obtained p-value of 0.046, it may be inferred that there exists a significant positive link between learning styles and English language acquisition. It is well acknowledged that students who exhibit a predominance in visual learning styles are more likely to cultivate habits that facilitate the acquisition of knowledge or skills through experiential means.

Instituciones: Universidad Nacional de Moquegua; Universidad Nacional Jorge Basadre Grohmann; Escuela de Posgrado Newman