Estilos de aprendizaje y su relación con el rendimiento académico en estudiantes de primer semestre de la Facultad de Ingeniería de la Universidad Simón Bolívar de Barranquilla
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Fecha
2014
Autores
Reyes Sierra, Luis Alfredo
Sanín Moncada, Jacqueline
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La presente investigación tiene como objetivo relacionar los Estilos de Aprendizaje con el Rendimiento Académico de los estudiantes de primer semestre de la Facultad de
Ingenierías de la Universidad Simón Bolívar, compuesta por los programas de Ingeniería de Sistemas, Industrial y Mercados, para determinar la eventual correlación entre los Estilos de Aprendizaje y el Rendimiento Académico en las asignaturas de Algebra y Competencias
Comunicativas, materias de carácter troncal en todos los programas de Ingeniería, con la finalidad que los resultados favorezcan el análisis y permitan adecuar las estrategias de enseñanza, en la búsqueda de formar mejores profesionales. Los referentes teóricos de la investigación se centran en la teoría de los Estilos de
Aprendizaje de David Kolb (1976), y su instrumento el Inventario de Estilos de Aprendizaje, para ser aplicados a la muestra seleccionada. De las teorías del Rendimiento
Académico se retoman las conceptualizaciones realizadas por Reyes (2004). La metodología empleada, corresponde a una investigación descriptivo correlacional, ya que
se pretende describir y analizar sistemáticamente un conjunto de hechos (Rendimiento Académico) relacionados con otros fenómenos (Estilos de Aprendizaje). El diseño de la muestra es no probabilística, de tipo intencionado en tanto fue el investigador quien definió el lugar donde trabajaría la investigación y el número de la muestra. La muestra está constituida por 90 estudiantes de ambos sexos matriculados en primer
semestre 2012-2 en los programas de Ingeniería de la Universidad Simón Bolívar, sede Barranquilla, con edades que fluctúan entre 16 y 25 años.
This research aims to link learning styles with the academic performance of first semester students from the faculty of engineering at Universidad Simon Bolivar. This is comprised of industrial and markets engineering programs, in order to determine the eventual correlation between learning styles and academic performance in Algebra and communicative competence. These aforementioned areas are core subjects in all the engineering programs. Their objective is to extract results from the analysis that will contribute to optimal teaching strategies, in search of educating the best professionals. In the research project, the references to theory are centered around the theory of the learning styles of David Kolb (1976); and the inventory of learning styles is the instrument used to apply to the selected sample. Toe conceptualizations of the term made by Reyes (2003, 2004) were taken from the theory ofthe academic performance. Toe methodology used corresponds with a investigation of the descriptive correlation type, as it intends to describe and analyze systematically a set of facts (academic performance), related to other phenomena (learning styles). Toe methodology used corresponds with a investigation of the correlation type, as it intends to describe and analyze systematically a set of facts (academic performance), related to other phenomena (learning styles). Toe methodology used corresponds with a investigation of the correlation type, as it intends to describe and analyze systematically a set of facts (academic performance), related to other phenomena (learning styles). Toe design of the sample is non probabilistic, the intentional data type was used as the investigator, who was the one who defined the place where the research would be developed, as well as the number of the sample. Toe sample consists of 90 students enrolled in first semester 2012-2, in the engineering programs at Universidad Simon Bolivar, Barranquilla headquarters, with ages ranging from 16 to 25 years old.
This research aims to link learning styles with the academic performance of first semester students from the faculty of engineering at Universidad Simon Bolivar. This is comprised of industrial and markets engineering programs, in order to determine the eventual correlation between learning styles and academic performance in Algebra and communicative competence. These aforementioned areas are core subjects in all the engineering programs. Their objective is to extract results from the analysis that will contribute to optimal teaching strategies, in search of educating the best professionals. In the research project, the references to theory are centered around the theory of the learning styles of David Kolb (1976); and the inventory of learning styles is the instrument used to apply to the selected sample. Toe conceptualizations of the term made by Reyes (2003, 2004) were taken from the theory ofthe academic performance. Toe methodology used corresponds with a investigation of the descriptive correlation type, as it intends to describe and analyze systematically a set of facts (academic performance), related to other phenomena (learning styles). Toe methodology used corresponds with a investigation of the correlation type, as it intends to describe and analyze systematically a set of facts (academic performance), related to other phenomena (learning styles). Toe methodology used corresponds with a investigation of the correlation type, as it intends to describe and analyze systematically a set of facts (academic performance), related to other phenomena (learning styles). Toe design of the sample is non probabilistic, the intentional data type was used as the investigator, who was the one who defined the place where the research would be developed, as well as the number of the sample. Toe sample consists of 90 students enrolled in first semester 2012-2, in the engineering programs at Universidad Simon Bolivar, Barranquilla headquarters, with ages ranging from 16 to 25 years old.
Descripción
Palabras clave
Estilos de aprendizajes, Rendimiento académico, Learning styles, Academic performance
