RELATIONSHIP BETWEEN ECUATORIAN STUDENT’S LEARNING STYLES AND ACADEMIC PERFOMANCE IN SOIL SCIENCE

Autores/as

  • Pablo Geovanny Quichimbo Miguitama Universidad de Cuenca
  • Ángel Javier Aguirre de Juana Universidad de Cuenca
  • Giomara Michelle Chérrez Chérrez Universidad de Cuenca
  • Edison Andrés Quichimbo Miguitama Universidad Técnica de Cotopaxi
  • Raúl Alejandro Vanegas Cabrera Universidad de Cuenca
  • Leticia Salomé Jiménez Álvarez Universidad Técnica Particular de Loja

Palabras clave:

academic score, CHAEA questionnaire, education, gender

Resumen

Nowadays, there has been increasing interest in topics related to education on soil science, however, topics about learning on this science have been poorly studied, particularly the relationship between learning styles and their academic performance have not yet been addressed in the literature. This study aimed to understand the different student learning styles of soil science and their effect on their academic performance at the career of Agronomy Engineering (University of Cuenca, Ecuador). For this purpose, this case-study research was based on the application of the CHAEA questionnaire in order to identify and relate the learning styles with the academic scores of a group of Ecuadorian students who receive introductory courses on soil science. Results demonstrated a general preference of students towards “pragmatic” and “activist” learning styles.  In addition, marked differences by gender are clearly noticeable in terms of learning styles, being men more “pragmatic” than women, while women are more  “activist” than men. Additionally, women revealed a tendency to be more “theoretical” and “reflective” than men. At last, results suggest that academic performance was not influenced by learning styles. However, in students who showed multimodal preferences of learning styles, their academic performance became higher. These results highlighted the relevance that education plans in soil science need to consider the diversity of students in terms on their learning style preferences.

Biografía del autor/a

Pablo Geovanny Quichimbo Miguitama, Universidad de Cuenca

Docente investigador de la Carrera de Ingeniería Agronómica. Facultad de Ciencias Agropecuarias. Universidad de Cuenca

Ángel Javier Aguirre de Juana, Universidad de Cuenca

Docente investigador de la Carrera de Ingeniería Agronómica. Facultad de Ciencias Agropecuarias. Universidad de Cuenca. Proyecto PROMETEO, Secretaría de Educación Superior, Ciencia, Tecnología e Innovación

Giomara Michelle Chérrez Chérrez, Universidad de Cuenca

Carrera de Ingeniería Agronómica, Facultad de Ciencias Agropecuarias. Universidad de Cuenca

Edison Andrés Quichimbo Miguitama, Universidad Técnica de Cotopaxi

Docente de la Carrera de Ingeniería en Medio Ambiente, Facultad de Ciencias Agropecuarias y Recursos Naturales, Universidad Técnica de Cotopaxi

Raúl Alejandro Vanegas Cabrera, Universidad de Cuenca

Docente investigador de la Carrera de Ingeniería Agronómica, Facultad de Ciencias Agropecuarias. Universidad de Cuenca

Leticia Salomé Jiménez Álvarez, Universidad Técnica Particular de Loja

Docente investigador del Departamento de Ciencias Biológicas de la Universidad Técnica Particular de Loja

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Publicado

17-07-2018

Cómo citar

Quichimbo Miguitama, P. G., Aguirre de Juana, Ángel J., Chérrez Chérrez, G. M., Quichimbo Miguitama, E. A., Vanegas Cabrera, R. A., & Jiménez Álvarez, L. S. (2018). RELATIONSHIP BETWEEN ECUATORIAN STUDENT’S LEARNING STYLES AND ACADEMIC PERFOMANCE IN SOIL SCIENCE. Ciencia Del Suelo, 36(1). Recuperado a partir de https://ojs.suelos.org.ar/index.php/cds/article/view/321

Número

Sección

Enseñanza de la Ciencia del Suelo