LEARNING STYLES OF STUDENTS AT "CORPORACION UNIVERSITARIA ADVENTISTA" AND THE RELATION WITH THE ACADEMIC ACHIEVEMENT IN THE MATH AREA

The goal in this article is to share the results of a research in learning styles and the academic achievement in the math area for students at the university level. Alonso, Gallego y Honey (1995: 48) define the learning styles as "the physiological, affective and cognitive characteristics that work as permanent indicators as how the learners perceive, interact and respond in their learning environments"; Honey y Mumford (1986) classify them in four styles: active, reflexive, theoretical and pragmatic. The research was quantitative, descriptive and transversal. To measure the learning styles we used the Honey Alonso questionnaire (CHAEA). The results did not show a significant relation between the scores obtained in the reflexive and theoretical styles with the academic achievement in mathematics but an indirect relation in them with the active and pragmatic styles. There was neither a difference in the academic achievement in mathematics according to the predominant learning style.