Bibliographic citations
Leiva, W., Diaz, J. (2018). Estilos de aprendizaje y el rendimiento académico en el curso de matemática de los estudiantes del quinto grado de secundaria de la I. E. Nº 0412 del distrito de Tocache – San Martín, 2016 [Tesis, Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/2838
Leiva, W., Diaz, J. Estilos de aprendizaje y el rendimiento académico en el curso de matemática de los estudiantes del quinto grado de secundaria de la I. E. Nº 0412 del distrito de Tocache – San Martín, 2016 [Tesis]. PE: Universidad Nacional de San Martín. Fondo Editorial; 2018. http://hdl.handle.net/11458/2838
@misc{renati/1057424,
title = "Estilos de aprendizaje y el rendimiento académico en el curso de matemática de los estudiantes del quinto grado de secundaria de la I. E. Nº 0412 del distrito de Tocache – San Martín, 2016",
author = "Diaz Ruiz, Jose Luiz",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2018"
}
The following research work of correlational descriptive type was developed to identify the learning styles of the students of the Fifth Grade of Nº 0412 High School in the district of Tocache, San Martin Region, establishing if there is relation with the academic performance In Mathematics. For this, we tried to identify the learning styles of the students through a questionnaire formulated from the theoretical assumptions of Kolb (1976), translated and adapted by Alonso (1994), the Honey-Alonso Questionnaire of Learning Styles (CHAEA). 23 students from the Fifth Grade "A" section of a total of 104 students of the same grade of 2016 participated in the study. The analysis of the results collected through the questionnaire demonstrates the similarity of males and females in terms of preference for theoretical styles and reflexive with a low and moderate tendency, and, regarding the relation with the academic performance in Mathematics, the men show a very low and opposite correlation in comparison with the women that in some way demonstrates a positive correlation but in the value of the correlation is also low. This situation shows that in the teaching - learning process of mathematics it has no relevance, so that both teachers and students leave aside this interesting learning strategy.
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