Learning Styles in High School Students Under the Objective-Based and Competency-Based Models
Abstract
The objective of this study was to characterize the learning styles (EA) of upper secondary education students and to compare the programs by competencies (propaedeutic) and by objectives (agricultural preparatory) of the Universidad Autónoma Chapingo (UACh). The Honey-Alonso questionnaire of learning styles (Chaea) was applied with which four categories are evaluated: Active, reflective, theoretical, and pragmatic to identify the EA of 339 students (199 men and 140 women). with an average age of 19.2 ± 2.8 years, from the headquarters located in Texcoco, Tabasco, Veracruz and Yucatán. A database was prepared and analyzed with the JASP program. In addition, an analysis of variance was performed, the interpretation scales, the internal consistency was calculated and the correlation between the EA was evaluated. Similarity was observed in the averages of the reflective, theoretical and pragmatic styles and differences (P < 0.05) were observed in the average grades in favor of the competency-based program developed with propaedeutic (8.77 ± 0.74) and lower value in the program by objectives in high school (8.5 ± 0.54). The general results show that the active EA (11.8 ± 3.1) had the lowest score of the scale made. The reflective (14.7 ± 2.9), theoretical (13.6 ± 2.9) and pragmatic (13.6 ± 3.0) had similar values. All EA had a normal distribution and the internal consistency was acceptable. It is concluded that the reflective, theoretical and pragmatic EA of the programs by objectives and by competencies were similar. In the active style, the students by objectives had higher value than those of competencies.
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