Relation between Learning Styles and Academic Performance: A Study in Peruvian Health Students in the Context of Digital Transformation

Almidon M.M. · Proceedings - 10th International Symposium on Accreditation of Engineering and Computing Education, ICACIT 2024 (2024) · DOI: 10.1109/icacit62963.2024.10788583

Resumen

The identification and consideration of learning styles in the current context of digital transformation in university education implies in the need to adapt teaching methods to the characteristics and preferences of students in the digital age. The aim of this study was to determine the relationship between learning styles and academic performance in health sciences students at a private Peruvian university in the context of digital transformation. For this purpose, a basic research methodology with a quantitative approach, non-experimental design, cross-sectional and correlational descriptive level was used. The sample was composed for 110 students in the first semester of health sciences school from a private peruvian university who responded to the Honey and Alonso learning styles test (CHAEA) to measure the learning styles variable (LS), while to measure the academic performance variable the academic record was used. Spearman's Rho statistic was used for the correlation test. The results showed that the most frequent style was the theorist style (68.2% for high and very high levels), a greater frequency of well-achieved learning (71.8%), and the absence of a significant relationship between learning styles and academic performance (Active LS: p=0.318; Reflective LS: p=0.648; Theoretical LS: p=0.763). It was concluded that there is no meaningful relationship between learning styles and academic performance in health sciences students.

Instituciones: Universidad Privada del Norte