Estilos de aprendizaje del estudiante y estrategias de enseñanza docente en una universidad de Tarapoto
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Date
2024
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Universidad Nacional de Trujillo
Abstract
La presente investigación tuvo como objetivo determinar la relación entre los estilos de aprendizaje de los estudiantes y las estrategias de enseñanza docentes en la Universidad Nacional de San Martín en 2021. Se realizó el estudio cuantitativo, descriptivo y correlacional con una muestra de 228 estudiantes. Se emplearon dos cuestionarios: el Cuestionario de Estilos de Aprendizaje de Honey y Alonso adaptado por Madrigal y Trujillo y el cuestionario sobre estrategias de enseñanza, de autoría propia. Los resultados revelaron que el estilo de aprendizaje más predominante entre los estudianteses el teórico, con un 43.4% de prevalencia. En cuanto a las estrategias de enseñanza, se halló que las dimensiones preinstruccional, coinstruccional y posinstruccional se emplean de manera similar, destacando la preinstruccional con un 56.5% de aplicación. Se identifico una asociación significativa entre los estilos de aprendizaje activo (Rho=0.979, p <0.05), pragmático (Rho=0.892, p <0.01), reflexivo Rho=0.905, p <0.01) y teórico Rho=0.878, p <0.01) con las estrategias preinstruccionales. Así mismo se observó una fuerte correlación positiva entre los estilos activo (Rho = 0.94, p < 0.01), pragmático (Rho = 0.964, p < 0.01), reflexivo (Rho = 0.97, p < 0.01) y teórico (Rho = 0.961, p < 0.01) con las estrategias coinstruccionales. Además, se encontró una asociación positiva y significativa entre los estilos activo (Rho = 0.94, p < 0.01), reflexivo (Rho = 0.97, p < 0.01), teórico (Rho = 0.961, p < 0.01) y pragmático (Rho = 0.964, p < 0.01) con las estrategias posinstruccionales. Finalmente, se evidencio una correlación positiva entre los estilos de aprendizaje y las estrategias de enseñanza: activo (Rho = 0.181, p < 0.01), reflexivo (Rho = 0.231, p < 0.01), teórico (Rho = 0.271, p < 0.01) y pragmático (Rho = 0.256, p < 0.01). Estos resultados subrayan la importancia de adaptar las estrategias de enseñanza a los estilos individuales de aprendizaje, promoviendo un enfoque educativo más efectivo y personalizado en entornos universitarios.
The present research aimed to determine the relationship between students' learning styles and teachers' teaching strategies at the National University of San Martín in 2021. The quantitative, descriptive and correlational study was carried out with a sample of 228 students. Two questionnaires were used: the Honey and Alonso Learning Styles Questionnaire adapted by Madrigal and Trujillo and the questionnaire on teaching strategies, authored by the author. The results revealed that the most predominant learning style among students is the theoretical one, with a prevalence of 43.4%. Regarding teaching strategies, it was found that the pre-instructional, co-instructional and post-instructional dimensions are used in a similar way, with the pre-instructional one standing out with a 56.5% application. A significant association was identified between active (Rho = 0.979, p < 0.01), pragmatic (Rho = 0.892, p < 0.01), reflective (Rho = 0.905, p < 0.01) and theoretical (Rho = 0.878, p < 0.01) learning styles with pre-instructional strategies. Likewise, a strong positive correlation was observed between active (Rho = 0.94, p < 0.01), pragmatic (Rho = 0.964, p < 0.01), reflective (Rho = 0.97, p < 0.01) and theoretical (Rho = 0.961, p < 0.01) styles with co-instructional strategies. Furthermore, a positive and significant association was found between the active (Rho = 0.94, p < 0.01), reflective (Rho = 0.97, p < 0.01), theoretical (Rho = 0.961, p < 0.01) and pragmatic (Rho = 0.964, p < 0.01) styles and post-instructional strategies. Finally, a positive correlation was found between learning styles and teaching strategies: active (Rho = 0.181, p < 0.01), reflective (Rho = 0.231, p < 0.01), theoretical (Rho = 0.271, p < 0.01) and pragmatic (Rho = 0.256, p < 0.01). These results underline the importance of adapting teaching strategies to individual learning styles, promoting a more effective and personalized educational approach in university environments.
The present research aimed to determine the relationship between students' learning styles and teachers' teaching strategies at the National University of San Martín in 2021. The quantitative, descriptive and correlational study was carried out with a sample of 228 students. Two questionnaires were used: the Honey and Alonso Learning Styles Questionnaire adapted by Madrigal and Trujillo and the questionnaire on teaching strategies, authored by the author. The results revealed that the most predominant learning style among students is the theoretical one, with a prevalence of 43.4%. Regarding teaching strategies, it was found that the pre-instructional, co-instructional and post-instructional dimensions are used in a similar way, with the pre-instructional one standing out with a 56.5% application. A significant association was identified between active (Rho = 0.979, p < 0.01), pragmatic (Rho = 0.892, p < 0.01), reflective (Rho = 0.905, p < 0.01) and theoretical (Rho = 0.878, p < 0.01) learning styles with pre-instructional strategies. Likewise, a strong positive correlation was observed between active (Rho = 0.94, p < 0.01), pragmatic (Rho = 0.964, p < 0.01), reflective (Rho = 0.97, p < 0.01) and theoretical (Rho = 0.961, p < 0.01) styles with co-instructional strategies. Furthermore, a positive and significant association was found between the active (Rho = 0.94, p < 0.01), reflective (Rho = 0.97, p < 0.01), theoretical (Rho = 0.961, p < 0.01) and pragmatic (Rho = 0.964, p < 0.01) styles and post-instructional strategies. Finally, a positive correlation was found between learning styles and teaching strategies: active (Rho = 0.181, p < 0.01), reflective (Rho = 0.231, p < 0.01), theoretical (Rho = 0.271, p < 0.01) and pragmatic (Rho = 0.256, p < 0.01). These results underline the importance of adapting teaching strategies to individual learning styles, promoting a more effective and personalized educational approach in university environments.
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HUMANITIES and RELIGION::History and philosophy subjects::History subjects::History