Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students

Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students

Detalles Bibliográficos
Autores principales: Alducin-Ochoa, Juan Manuel, Vázquez-Martínez, Ana Isabel
Formato: Online
Idioma:spa
eng
Publicado: Universidad Nacional, Costa Rica 2017
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985
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institution Universidad Nacional de Costa Rica
collection Revista Electrónica Educare
language spa
eng
format Online
author Alducin-Ochoa, Juan Manuel
Vázquez-Martínez, Ana Isabel
spellingShingle Alducin-Ochoa, Juan Manuel
Vázquez-Martínez, Ana Isabel
Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students
author_facet Alducin-Ochoa, Juan Manuel
Vázquez-Martínez, Ana Isabel
author_sort Alducin-Ochoa, Juan Manuel
title Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students
title_short Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students
title_full Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students
title_fullStr Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students
title_full_unstemmed Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students
title_sort learning styles, socio-demographic variables and academic performance of building engineering students
title_alt Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación
publisher Universidad Nacional, Costa Rica
publishDate 2017
url https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985
work_keys_str_mv AT alducinochoajuanmanuel learningstylessociodemographicvariablesandacademicperformanceofbuildingengineeringstudents
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AT alducinochoajuanmanuel estilosdeaprendizajevariablessociodemograficasyrendimientoacademicoenestudiantesdeingenieriadeedificacion
AT vazquezmartinezanaisabel estilosdeaprendizajevariablessociodemograficasyrendimientoacademicoenestudiantesdeingenieriadeedificacion
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spelling EDUCARE89852022-08-02T23:23:53Z Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students Estilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de Edificación Alducin-Ochoa, Juan Manuel Vázquez-Martínez, Ana Isabel Enseñanza universitaria estilo de aprendizaje CHAEA Ingeniería de Edificación rendimiento académico variables socio-demográficas university teaching learning style CHAEA Building Engineering academic performance socio-demographic variables. The objectives guiding this research were to determine the dominant learning style of the first year Building engineering students (University of Seville), the influence of the style on the grades in each school subject, and if learning style is influenced by socio-demographic variables. The sample was composed of 161 students, who completed the Honey-Alonso questionnaire (CHAEA) and the CDAT. Descriptive and correlational methods were used. For the analysis of the data, a univariate (one-way ANOVA) descriptive study was performed, and the non-parametric Mann-Whitney and Kruskal-Wallis tests, both with a confidence level of 95% (σ=.05) were used. The results show the predominance of the reflective style, and the fact that grades as a function of styles vary depending on the school subject. No significant differences were found in the variables gender, university admission scores, type of school (private or public) of the study centers attended previous to university. Significant differences were found for some styles in the variables age, type of university admission, and if a student had to work as well as to study. The conclusions highlight the need to develop teaching strategies that encompass all the styles to improve performance, as well as the need to modify the teaching practices for the students to develop the rest of the styles in a balanced manner. This latest aspect is important so that the students can freely operate professionally, as the Engineering profession requires having all four characteristic styles simultaneously. Los objetivos que guiaron la presente investigación fueron: determinar el estilo de aprendizaje dominante del alumnado de primer curso de Ingeniería de Edificación (Universidad de Sevilla), la influencia del estilo en las calificaciones de cada materia y si el estilo está afectado por determinadas variables socio-demográficas. La muestra estuvo formada por 161 estudiantes que contestaron el cuestionario Honey Alonso (CHAEA) y el CDAT. Se han empleado los métodos descriptivo y correlacional. Para el análisis de datos se ha recurrido a un estudio descriptivo univariante, al ANOVA de un factor, así como a las pruebas no paramétricas U de Mann-Whitney y de Kruskal-Wallis, todas ellas con un nivel de confianza del 95% (σ=.05). Los resultados evidencian predominio del estilo reflexivo, y que las calificaciones en función de los estilos son variables entre las materias. No se han encontrado diferencias significativas en las variables género, calificación de acceso a la universidad, titularidad del centro de estudios previos a los universitarios, y sí para algunos estilos en las variables edad, modalidad de acceso a la universidad, y si el alumnado además de estudiar, trabaja. Como conclusión se destaca la necesidad de desarrollar estrategias docentes que den cabida a todos los estilos para mejorar el rendimiento, y modificar las prácticas docentes para que el estudiantado desarrolle el resto de estilos de manera equilibrada, y pueda desenvolverse profesionalmente con solvencia, dado que el desempeño como profesional de ingeniería exige tener simultáneamente características de los cuatro estilos. Universidad Nacional, Costa Rica 2017-01-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip video/mp4 video/mp4 application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985 10.15359/ree.21-1.18 Revista Electrónica Educare; Vol. 21 No. 1 (2017): Educare Electronic Journal (January-April); 1-31 Revista Electrónica Educare; Vol. 21 Núm. 1 (2017): Revista Electrónica Educare (enero-abril); 1-31 Revista Electrónica Educare; v. 21 n. 1 (2017): Educare Electronic Journal (January-April); 1-31 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/16563 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10421 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10422 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10465 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10466 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10635 Copyright (c) 2016 Revista Electrónica Educare

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