scholarly journals Estrategias didácticas para mejorar el rendimiento académico en estudiantes de educación superior / Didactic strategies to improve academic performance in higher education students

2021 ◽  
Vol 2 (3) ◽  
pp. 3905-3917
Author(s):  
Nora Torres Torres ◽  
Betty Salavarria Barco ◽  
Francisco Mera Velásquez
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Direct Result ◽  
Education Students ◽  
Academic Improvement ◽  
Construction Of Knowledge ◽  
Complex Process ◽  
Didactic Strategies ◽  
Descriptive Method

RESUMEN Las Estrategias Didácticas aplicadas por el docente durante el desarrollo de sus clases han demostrado ser instrumentos que ayudan a la mejora académica de los estudiantes ya que modelan, regulan, promueven y facilitan el aprendizaje de los estudiantes. La docencia es un proceso complejo que requiere que los docentes organicen su metodología, los materiales que utilizarán, de tal manera que los contenidos sean de fácil comprensión para los estudiantes para que haya construcción de conocimiento. En la elaboración de este artículo se ha utilizado el método descriptivo bibliográfico, orientado a la recogida de datos para su análisis, con enfoque documental. Este artículo describe las estrategias de enseñanza cognitiva que deberían facilitar y promover un entorno de aprendizaje que permita a los estudiantes interactuar entre sí para contribuir al conocimiento, las habilidades y los valores. Es necesario considerar los estilos de aprendizaje: visual, auditivo o cinestésico; de tal forma que los profesores planifiquen sus clases orientadas a los estilos de aprendizaje más relevantes. Cabe destacar que el docente debe tener las habilidades necesarias para poder aplicar las Estrategias de Enseñanza más adecuadas según la necesidad. El rendimiento académico es el efecto directo de la aplicación de Estrategias Didácticas; sin embargo, la calidad educativa no solo se evidencia en las altas calificaciones, sino también en su calidad. De la misma forma, es importante que todas las Estrategias Didácticas motiven al alumno a ser autónomo y responsable de su propio aprendizaje.   ABSTRACT The Didactic Strategies applied by the teacher during the development of their classes have proven to be instruments that help the academic improvement of students since they model, regulate, promote and facilitate student learning. Teaching is a complex process that requires teachers to organize their methodology, the materials they will use, in such a way that the contents are easy for students to understand so that there is construction of knowledge. For the preparation of this article, the bibliographic descriptive method has been used, aimed at collecting data for analysis, with a documentary approach. This article describes Cognitive Teaching Strategies that should facilitate and promote a learning environment that enables students to interact with each other to contribute to knowledge, skills, and values. Learning styles need to be considered: visual, auditory, or kinesthetic; in  a way that teachers plan their classes  towards the most relevant learning styles. It is necessary to take into account  that the teacher must have the necessary skills to be able to apply the most appropriate Teaching Strategies according to the students’ needs. Academic performance is the direct result of the application of Didactic Strategies; however, educational quality is not only evidenced by high grades, but also by their quality. At the same time, it is necessary that all Didactic Strategies motivate the student to be autonomous and responsible for their own learning.

scholarly journals The Relationship between Learning Styles and Academic Performance: Consistency among Multiple Assessment Methods in Psychology and Education Students

2021 ◽  
Vol 13 (6) ◽  
pp. 3341
Author(s):  
Jesús Maya ◽  
Juan F. Luesia ◽  
Javier Pérez-Padilla
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Learning Styles ◽  
Primary Education ◽  
High Performance ◽  
Multiple Choice ◽  
Assessment Methods ◽  
Theory And Practice ◽  
Education Students ◽  
The Relationship

Universities strive to ensure quality education focused on the diversity of the student body. According to experiential learning theory, students display different learning preferences. This study has a three-fold objective: to compare learning styles based on personal and educational variables, to analyze the association between learning styles, the level of academic performance, and consistency of performance in four assessment methods, and to examine the influence of learning dimensions in students with medium-high performance in the assessment methods. An interdisciplinary approach was designed involving 289 psychology, early childhood education and primary education students at two universities in Spain. The Learning Style Inventory was used to assess learning styles and dimensions. The assessment methods used in the developmental psychology course included the following question formats: multiple-choice, short answer, creation-elaboration and an elaboration question on the relationship between theory and practice. Univariate analysis, multivariate analysis, and binomial logistic models were computed. The results reveal Psychology students to be more assimilative (theoretical and abstract), while early childhood and primary education students were evenly distributed among styles and were more divergent and convergent (practical) in absolute terms. In addition, high scores in perception (abstract conceptualization) were associated with a high level of performance on the multiple-choice tests and the elaboration question on the relationship between theory and practice. Abstract conceptualization was also associated with medium-high performance in all assessment methods and this variable predicted consistent high performance, independent of the assessment method. This study highlights the importance of promoting abstract conceptualization. Recommendations for enhancing this learning dimension are presented.

scholarly journals CORRELATIONS BETWEEN TEACHING STRATEGIES IN BIOLOGY, LEARNING STYLES, AND STUDENT SCHOOL ACHIEVEMENT: IMPLICATIONS FOR INQUIRY BASED TEACHING

2021 ◽  
Vol 20 (2) ◽  
pp. 184-203
Author(s):  
Milica M. Gajić ◽  
Tomka B. Miljanović ◽  
Snežana S. Babić-Kekez ◽  
Vera D. Županec ◽  
Tamara T. Jovanović
Keyword(s):  
Theoretical Analysis ◽  
Learning Styles ◽  
Teaching Strategies ◽  
School Achievement ◽  
Data Gathering ◽  
Biology Teachers ◽  
Biology Teaching ◽  
Biology Learning ◽  
Teaching Learning ◽  
Descriptive Method

Research studies aimed at finding a more efficient model of teaching biology are still sporadic and inconsistent in the contemporary literature. The main aim of the research was to examine the correlation between the application of teaching strategies in biology teaching and students' school achievements, depending on how much the teacher respects their learning styles. The method of theoretical analysis and descriptive method were applied in the research. The sample consisted of 151 third-grade students (39.7% male and 60.3% female) of upper-secondary school. Kolb’s Inventory of Learning Styles and Questionnaire for Assessing the Teaching Strategies of Biology Teachers were used as data gathering tools. Independent t-test, χ2 - square test, and One-way analysis of variance (ANOVA) were used to analyze data. The results showed that there was a statistically significant correlation between teaching strategies, learning styles, and students' school achievement in biology learning. At the same time, students perceived the applied teaching strategies differently, and manifested different dimensions of learning styles. This was followed by the conclusion that students achieved better school achievements in biology teaching when they were taught in the ways that corresponded to their learning styles, which pointed to certain implications for inquiry-based teaching, as well as in education of future biology teachers. Keywords: descriptive method, inquiry-based teaching, learning styles, teaching strategies in biology, theoretical analysis

scholarly journals Handedness and learning styles: a study of its inter relationship

2017 ◽  
Vol 5 (12) ◽  
pp. 5340
Author(s):  
Vineetha Vijayan ◽  
Pallavi Panchu ◽  
Biju Bahuleyan
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Learning Styles ◽  
Teaching Strategies ◽  
Visual Learning ◽  
Sensory Modality ◽  
Cross Sectional Study ◽  
Bivariate Analysis ◽  
Brain Organization ◽  
Cross Sectional

Background: The alleged link between handedness and learning is debatable. Studies unveil that handedness has a way of influencing learning and affects the academic performance of students. Despite the researchers pointing out that handedness influences the brain organization and function, teaching strategies have largely ignored this fact. The concept of using various sensory modalities as a part of learning has not been comprehended well. The aim of the study is to find out the prevalence of handedness among our medical students and to look onto the types of learning styles amongst them and to determine the correlation between handedness with learning styles.Methods: A cross sectional study was conducted among hundred medical students using handgrip dynamometer for handedness and VARK questionnaire (Visual, auditory, read/write, kinesthetic; a validated tool that helps one to identify the most preferred sensory modality for learning) for determining the learning preference. Data was analysed using univariate and bivariate analysis through cross tabulation and Pearson chi square test using SPSS version 20.Results: Right handers preferred VARK with dominancy for auditory learning styles, left handers preferred VARK with dominancy for auditory and kinesthetic learning styles while ambidextrous prefer visual learning styles.Conclusions: The awareness of the association of handedness with various learning styles and its implications on academic performance should be at the forefront of teaching strategies adopted by teachers. Hence, we conclude that to be an effective learner, the learning needs have to be understood and cater to by the trainers.

scholarly journals Learning Styles & Academic Performance of Teacher Education Students

2021 ◽  
pp. 86-96
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Academic Success ◽  
Learning Styles ◽  
Learning Style ◽  
P Value ◽  
First Year ◽  
Education Students ◽  
First Year Teacher ◽  
Teacher Education Students

Individual differences can be attributed to learning styles across students. It is the goal of this research to determine the students’ preferred learning styles and how well they performed academically. This study is a descriptive-correlation method of research on the learning style and academic performance of teacher education students. The results revealed that: First-year teacher education students have varied learning styles with social learning style as the most dominant. This implies that the first-year teacher education students prefer to learn in groups or with other people; The rating of the first-year teacher education students ranges from 1.6-2.0 which is equivalent to “very good” in the adjectival rating based on the grading system of the university, and The correlation analysis using the Pearson’s Product Moment Correlation of Coefficient result to a p-value which is greater than the level of significance (0.05) for all learning styles which means that there is no correlation between students' chosen learning techniques and their academic success.

Academic Performance of Chemistry Majors in Selected Chemistry Courses: Input For The Licensure Examination Preparation

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Maribel S. Tizo ◽  
Nenita D. Palmes
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Instructional Materials ◽  
Licensure Examination ◽  
School Factors ◽  
Related Factors ◽  
Chemistry Achievement ◽  
Geographical Regions

Students’ achievement in the field of science depends on many related factors of teaching and learning particularly in chemistry subjects. Thus, it may be helpful to determine objectively whether or not teachers, students’ and school factors are influencing the academic performance of the students and the importance of which as input to chemistry licensure examination. Descriptive statistics were used. The multivariate analysis on the form of principal components analysis (PCA) and general linear model (GLM) were also used. Female respondents comprised the majority. Parent’s highest educational levels were college graduate, and most of the students came from State Universities and Colleges. Most of the students were members of school organizations, non-recipient of scholarship; and many of them were indulged in extra-curricular activities. Generally, learning style did not influence academic performance. Among the teaching strategies which were favored by the students was lecture and discussion. Students performed best in Organic Chemistry but they had low Chemistry achievement index. Recipient of a scholarship grant and attitude towards Chemistry were individually significant. Instructional materials and the library sources were not significant predictors of chemistry achievement. Further research is needed to explore the problem on a large sample from more scattered geographical regions. Keywords – Chemistry, students achievement, learning styles, instructional materials, teaching strategies, descriptive design, Philippines

scholarly journals Understanding of learning styles and teaching strategies towards improving the teaching and learning of mathematics

2020 ◽  
Vol 8 (1) ◽  
Author(s):  
Jose M. Cardino ◽  
Ruth A. Ortega-Dela Cruz
Keyword(s):  
Regression Analysis ◽  
Academic Performance ◽  
Learning Styles ◽  
Mathematics Teachers ◽  
Teaching Strategies ◽  
Significant Influence ◽  
Teaching And Learning ◽  
Independent Learning ◽  
Integrative Approach ◽  
Improved Performance

This study was conducted to analyse the influence of learning styles and teaching strategies on academic performance in mathematics. Surveys were conducted to 277 randomly selected grade 9 students and five purposively sample mathematics teachers. Findings reveal that most of the student-respondents have a combination of dependent, collaborative and independent learning styles. Multiple regression analysis indicates that among the learning styles, only the independent style has a significant influence on the academic performance of grade 9 students. Four teaching strategies including cooperative learning, deductive approach, inductive approach, and integrative approach, were found to have a significant influence on academic performance. By understanding the learning styles of students, teachers will be guided in designing different strategies to help students enhance learning for their improved performance in mathematics.

The Effect of Teaching Strategies and Learning Styles on the Students’ Achievement

2014 ◽  
Vol 11 (2) ◽  
Author(s):  
Teguh Satria Amin ◽  
Eddi Setia ◽  
Lince Sihombing
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Learning Style ◽  
Teaching Strategies ◽  
Sampling Technique ◽  
Reflective Learning ◽  
Direct Reading ◽  
Group 2 ◽  
Experimental Group ◽  
Cluster Random Sampling

This research investigates 1) students’ achievement in reading comprehension taught by using Direct Reading Thinking Activity (DR-TA) strategy is higher than taught by using Know, What to Learn, and Learned (KWL) strategy, 2) students’ achievement in reading comprehension with impulsive learning style is higher than students’ achievement in reading comprehension with reflective learning style, and (3) there is  interaction between teaching strategies and learning styles on the students’ achievement. Two classes containing of 70 students were chosen as sample by apllying cluster random sampling technique. The experimental group 1 was treated by using DR-TA and the experimental group 2 was treated by using KWL. The students’ achievement was measured by using test. The questionnaire was conducted to find out the students’ learning style. The data were analyzed by applying two-ways analysis of variance. The findings show that (1) the students’ achievement in reading comprehension taught by using DR-TA higher than using KWL; (2) students’ achievement in reading comprehension with impulsive learning style is lower than that with reflective learning style; (3) there is interaction between teaching strategies and learning styles on the students’ achievement in reading comprehension. The analysis revealed that the teaching strategies significantly affected the students’ reading achievement.   Keywords: DR-TA, KWL, Impulsive Learning Style, Reflective Learning Style, Reading Comprehension

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

EFFECT OF FIXED FACILITATOR MODEL ON NCE TECHNOLOGY EDUCATION STUDENTS’ ATTITUDE AND ACADEMIC PERFORMANCE IN NIGER STATE

2020 ◽  
Vol 6 (2) ◽  
pp. 155-158
Author(s):  
CHARLES SAIDU TUKURA ◽  
Ibrahim Ismail Kuta
Keyword(s):  
Academic Performance ◽  
Technology Education ◽  
Total Population ◽  
College Of Education ◽  
Education Student ◽  
Colleges Of Education ◽  
Attitude Questionnaire ◽  
Education Students ◽  
Lecture Method ◽  
Student’S Performance

This study title Effect of fixed facilitator model on NCE Technology Education Students’Attitude and Academic Performance in Niger State, Nigeria. The study used quasiexperimental design. The total population was 942, while the sample size was 216educational technology from two colleges of Education in Niger State. The test instrumentdeveloped by the researcher for the study was the Student‘s Performance AssessmentInstrument (SPAI) and Technology Education Student Attitude Questionnaire (TESAQ)which contained 50 questions. The statistic used were t-test independent sample cumulativemean and the finding of the study standard deviation. The findings of the study revealed thatNCE students performed better when taught with fixed facilitator model compared to theircounter parts taught with lecture method. Based on the results obtained the researcherrecommended that: the instructors of Technology Education should endeavor to use fixedfacilitator model in teaching Technology Education in college of education.

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