Relación entre los estilos de aprendizaje y el rendimiento académico de estudiantes de Educación Física de la USEK de Chile

Abstract

Studies on the relationship between learning styles and academic performance have shown contradictory results, without reaching an agreement on the matter. In the present investigation, Honey-Alonso’s Questionnaire of Learning Styles (CHAEA) was applied to 151 students on an undergraduate teacher training course in physical education at SEK University in Chile, examining the relationship between learning styles and academic performance in the first semester of the year 2014. The results show that the active learning style is correlated negatively (-0.279) with academic performance, while the theoretical learning style is correlated positively (0.251). The reflexive and pragmatic styles do not present a relationship with the average grades of students in the sample. In conclusion, the learning styles of the sample are similar for each year of the undergraduate course, and there is only a weak relationship between grades and the active and theoretical learning styles. Further investigations are necessary in physical education students at other universities in Chile.