Relationship between ecuatorian student's learning styles and academic perfomance in soil science
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 academic performance has not yet been addressed in the literature. This stud...
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| Published in: | Ciencia del suelo Vol. 36; no. 1; pp. 196 - 203 |
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Asociación Argentina de la Ciencia del Suelo
01-07-2018
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| Abstract | 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 academic performance has 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, our 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. |
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| AbstractList | 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 academic performance has 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, our 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. |
| Author | Vanegas Cabrera, Raúl Alejandro Quichimbo Miguitama, Pablo Geovanny Quichimbo Miguitama, Edison Andrés Aguirre de Juana, Ángel Javier Chérrez Chérrez, Giomara Michelle Jiménez Álvarez, Leticia Salomé |
| AuthorAffiliation | Universidad de Cuenca Universidad Técnica Particular de Loja Universidad Técnica de Cotopaxi |
| AuthorAffiliation_xml | – name: Universidad de Cuenca – name: Universidad Técnica Particular de Loja – name: Universidad Técnica de Cotopaxi |
| Author_xml | – sequence: 1 givenname: Pablo Geovanny surname: Quichimbo Miguitama fullname: Quichimbo Miguitama, Pablo Geovanny organization: Universidad de Cuenca – sequence: 2 givenname: Ángel Javier surname: Aguirre de Juana fullname: Aguirre de Juana, Ángel Javier organization: Universidad de Cuenca – sequence: 3 givenname: Giomara Michelle surname: Chérrez Chérrez fullname: Chérrez Chérrez, Giomara Michelle organization: Universidad de Cuenca – sequence: 4 givenname: Edison Andrés surname: Quichimbo Miguitama fullname: Quichimbo Miguitama, Edison Andrés organization: Universidad Técnica de Cotopaxi – sequence: 5 givenname: Raúl Alejandro surname: Vanegas Cabrera fullname: Vanegas Cabrera, Raúl Alejandro organization: Universidad de Cuenca – sequence: 6 givenname: Leticia Salomé surname: Jiménez Álvarez fullname: Jiménez Álvarez, Leticia Salomé organization: Universidad Técnica Particular de Loja |
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| Keywords | academic score gender puntaje académico educación en la ciencia del suelo soil science education CHAEA questionnaire género cuestionario CHAEA |
| Language | English Portuguese |
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| Title | Relationship between ecuatorian student's learning styles and academic perfomance in soil science |
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