Examinando por Autor "Cipagauta Blanco, Yenny Liliana"

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Los estilos de aprendizaje y su relación con el rendimiento académico de los estudiantes de básica secundaria y media de la institución educativa san Agustín del Municipio de Villanueva Casanare. Colombia en el año 2016
(Universidad Privada Norbert Wiener, 2017-12-07) Cipagauta Blanco, Yenny Liliana; Puente Saldaña, Rosa Ernestina
The main objective of the research was to analyze the relationship between the learning styles and the academic performance of the secondary and middle school students of the San Agustín Educational Institution of the San Agustin district of the municipality of Villanueva Casanare in 2016; The directives and teachers of the institution noted with great concern that there was a very low academic performance compared to other institutions in the municipality. There were several cases of school dropout and considerable apathy and demotivation that the students of the district presented before their cognitive process, factors that caused the institution to be affected not only in the low quality of learning, But in the low results in the external tests that the official entities of the educational sector realize annually leading to an intervention by the national education ministry. The situation described above, led to the investigation of how learning styles affect or not the academic performance of students of the San Agustín educational institution. The study carried out an analysis of the learning styles, considered by some authors as the direct ones in the process of learning and had as an aim to investigate and to propose strategies that would strengthen the learning, the academic performance and the motivation of the students. The research is of basic type and the non-experimental design of the correlational descriptive level; In order to obtain clear and truthful information, a random sample of 79 students including men and women residing both in rural and urban areas belonging to the San Agustín Educational Institution of the municipality of Villanueva Casanare, Colombia, were selected. The measurement instrument that was applied to the students of the institution to obtain the results of the present investigation was the questionnaire of CHAEA Learning Styles, elaborated by Alonso, Gallego and Honey (1997), who identified the Learning Styles, the Cognitive, affective and physiological features that serve as relatively stable indicators of how students perceive, interact and respond to their learning environments. The questionnaire in question consists of 80 questions, 20 items per learning style, classified into four categories: active, reflective, theoretical and pragmatic with it, it was sought to concretize the specific characteristics and skills of the style preferred by learners. This questionnaire was validated in Peru by Capella et al. (2002). The present questionnaire was submitted by Alonso (1997) to the requirements of reliability and validity. To do this, the Cronbach Alpha test was applied, which yielded a value of 0.71. For the validity of the questionnaire, the content analysis was performed with the participation of five experts in Education: Alicia Sanabria Guerra, Ivan Dario Nieto y Yohana Leguizamón Vargas, Elina Judith Castañeda Perilla y Edwin Albeiro Tovar González. In order to obtain the results of the academic performance, the students' average performance was obtained, corresponding to the last school year, taking into account the subjects covered in the institutional curriculum. Statistical analysis of the data was performed using measures of central tendency such as frequency distribution, arithmetic mean, standard deviation, and variance. Thanks to these statistics it was possible to identify that the style preferred by the participating students is the style of reflective learning. In order to obtain the relationship between the two variables, Pearson's correlation coefficient of R was used, through which it was verified that the reflexive learning style has a positive linear correlation with a positive correlation with a score of 0.18, followed by the Theoretical style with a score of 0.38