Relación entre los estilos de aprendizaje, métodos de estudio y rendimiento académico de estudiantes de la asignatura Dietoterapia Infantil. Nutrición y Dietética, Universidad de Playa Ancha, 2012
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2013
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Universidad Andrés Bello
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Objetivo: Relacionar los estilos de aprendizaje con el rendimiento académico y el método de estudio de los estudiantes de la asignatura de “Dietoterapia Infantil” de la Carrera de Nutrición y Dietética, Universidad de Playa Ancha, 2012.
Materiales y Método: Estudio descriptivo correlacional no experimental y transeccional realizado en una muestra de 14 estudiantes matriculados en la asignatura de Dietoterapia Infantil dictada para la carrera de Nutrición y Dietética de la Universidad de Playa Ancha, Valparaíso, 2012. Se aplicó el Cuestionario de Honey y Alonso para identificar el estilo de aprendizaje predominante de los estudiantes y esta información se relacionó con el rendimiento académico y el método de estudio. Los resultados fueron analizados estadísticamente.
Resultados: Los estudiantes utilizan los estilos de aprendizaje de manera diferenciada según rendimiento académico y método de estudio. Los estudiantes con rendimiento regular no presentan un estilo predominante, y se ubican en la categoría moderada; los con rendimiento bueno se ubican en las categorías moderada para activo, teórico y pragmático, destacando el estilo reflexivo en la categoría alta; aquellos con rendimiento muy bueno se ubican en una categoría alta para los estilos activo, reflexivo y pragmático y baja para el estilo teórico. Destaca que aquellos que utilizaron mapas conceptuales y esquemas presentaron una categoría alta para los estilos activo y reflexivo, y moderada para los estilos teórico y pragmático, en cambio, los que leen, destacan y resumen, presentaron categorías moderadas para todos los estilos de aprendizaje.
Conclusiones: A medida que los estudiantes mejoran su rendimiento académico, aumentaron las preferencias para los estilos activo, reflexivo y pragmático, es decir, a aplicar aquello que han aprendido. Los estudiantes que utilizan métodos de alto nivel de compromiso, que involucran actividades cognitivas de orden superior se caracterizan por ser mas arriesgados, espontáneos y analíticos.
Objective: Relate the learning’s styles with the with the academic performance and the study methods used by the students of “Children diet therapy” in the career Nutrition and dietetics, Universidad de Playa Ancha, 2012 Materials and method: Non experimental, descriptive, correlational and transactional study executed in a sample of 14 students enrolled in the “Children Diet therapy” dictated for the career of Nutrition and Dietetics at the Universidad de Playa Ancha, Valparaiso, 2012. The Questionnaire of Honey and Alonso was applied with the idea of identify the predominant learning style of the students and this information was related with the academic performance and study methods. The results were analyzed statistically. Results: The students use the learning styles in a different way according to academic performance and study method. The students with regular performance do not show a predominant style and they are in the moderated category; students with good performance are in the moderated category to active, theory and pragmatic, emphasizing the reflexive style in the high category; those with very good performance are un a high category for active, reflexive and pragmatic styles and in a low category for the theory style. Stress that the pupils who used concept maps and diagrams show a high category for the actives and reflexive styles, and moderate category for the theorist and pragmatic styles, by other side, the students who read, highlight and summary presented moderate categories in all the learning’s styles. Conclusions: As the students improve their academic performance, increased preference for active reflexive and pragmatic styles, that is, to apply what they have learned. Students who use methods of high level of commitment, methods that involve higher order cognitive activities are characterized by being more adventurous, spontaneous and analytical.
Objective: Relate the learning’s styles with the with the academic performance and the study methods used by the students of “Children diet therapy” in the career Nutrition and dietetics, Universidad de Playa Ancha, 2012 Materials and method: Non experimental, descriptive, correlational and transactional study executed in a sample of 14 students enrolled in the “Children Diet therapy” dictated for the career of Nutrition and Dietetics at the Universidad de Playa Ancha, Valparaiso, 2012. The Questionnaire of Honey and Alonso was applied with the idea of identify the predominant learning style of the students and this information was related with the academic performance and study methods. The results were analyzed statistically. Results: The students use the learning styles in a different way according to academic performance and study method. The students with regular performance do not show a predominant style and they are in the moderated category; students with good performance are in the moderated category to active, theory and pragmatic, emphasizing the reflexive style in the high category; those with very good performance are un a high category for active, reflexive and pragmatic styles and in a low category for the theory style. Stress that the pupils who used concept maps and diagrams show a high category for the actives and reflexive styles, and moderate category for the theorist and pragmatic styles, by other side, the students who read, highlight and summary presented moderate categories in all the learning’s styles. Conclusions: As the students improve their academic performance, increased preference for active reflexive and pragmatic styles, that is, to apply what they have learned. Students who use methods of high level of commitment, methods that involve higher order cognitive activities are characterized by being more adventurous, spontaneous and analytical.
Notas
Tesis (Magíster en Docencia para la Educación Superior)
Palabras clave
Rendimiento en la Educación Superior, Métodos de Aprendizaje, Educación Superior, Metodología de Estudio