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

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...

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Autores: Alducin-Ochoa, Juan Manuel, Vázquez-Martínez, Ana Isabel
Tipo de recurso: artículo
Estado:Versión publicada
Fecha de publicación:2017
País:Costa Rica
Institución:Universidad Nacional de Costa Rica
Repositorio:Portal de Revistas UNA
Idioma:español
inglés
OAI Identifier:oai:ojs.www.una.ac.cr:article/8985
Acceso en línea:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985
Access Level:acceso abierto
Palabra clave:Enseñanza universitaria
estilo de aprendizaje
CHAEA
Ingeniería de Edificación
rendimiento académico
variables socio-demográficas
university teaching
learning style
Building Engineering
academic performance
socio-demographic variables.
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dc.title.none.fl_str_mv 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
title Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students
spellingShingle Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering Students
Alducin-Ochoa, Juan Manuel
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.
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
dc.creator.none.fl_str_mv Alducin-Ochoa, Juan Manuel
Vázquez-Martínez, Ana Isabel
author Alducin-Ochoa, Juan Manuel
author_facet Alducin-Ochoa, Juan Manuel
Vázquez-Martínez, Ana Isabel
author_role author
author2 Vázquez-Martínez, Ana Isabel
author2_role author
dc.subject.none.fl_str_mv 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.
topic 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.
description 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.
publishDate 2017
dc.date.none.fl_str_mv 2017-01-01
dc.type.none.fl_str_mv info:eu-repo/semantics/publishedVersion
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info:eu-repo/semantics/article
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dc.identifier.none.fl_str_mv https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985
10.15359/ree.21-1.18
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eng
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dc.rights.none.fl_str_mv Derechos de autor 2016 Revista Electrónica Educare
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dc.publisher.none.fl_str_mv Universidad Nacional, Costa Rica
publisher.none.fl_str_mv Universidad Nacional, Costa Rica
dc.source.none.fl_str_mv 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): Revista Electrónica Educare (enero-abril); 1-31
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spelling Learning Styles, Socio-Demographic Variables and Academic Performance of Building Engineering StudentsEstilos de aprendizaje, variables sociodemográficas y rendimiento académico en estudiantes de Ingeniería de EdificaciónAlducin-Ochoa, Juan ManuelVázquez-Martínez, Ana IsabelEnseñanza universitariaestilo de aprendizajeCHAEAIngeniería de Edificaciónrendimiento académicovariables socio-demográficasuniversity teachinglearning styleCHAEABuilding Engineeringacademic performancesocio-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 Rica2017-01-01info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+zipvideo/mp4video/mp4application/xmlhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/898510.15359/ree.21-1.18Revista Electrónica Educare; Vol. 21 No. 1 (2017): Educare Electronic Journal (January-April); 1-31Revista Electrónica Educare; Vol. 21 Núm. 1 (2017): Revista Electrónica Educare (enero-abril); 1-31Revista Electrónica Educare; v. 21 n. 1 (2017): Revista Electrónica Educare (enero-abril); 1-311409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaenghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/16563https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10421https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10422https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10465https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10466https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8985/10635Derechos de autor 2016 Revista Electrónica Educareacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-02T23:23:53Zoai:ojs.www.una.ac.cr:article/8985Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-02T23:23:53Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse
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