Resumo

YACUB, B.; PATRON, G.; AGAMEZ, M. E.  e  ACEVEDO, D.. Learning styles and its relationship with repetition and retardation academic in Biomedical, Electronic and Industrial Engineering. Entre Ciencia e Ingenieria [online]. 2018, vol.12, n.23, pp.72-77. ISSN 1909-8367.  https://doi.org/10.31908/19098367.3705.

This research aimed to establish the relationship of learning styles with the repetition and retardation academic of students in Biomedical, Electronic, and Industrial Engineering programs. The CHAEA questionnaire was applied to a sample of 69 students enrolled in the period 2016-1, to identify the predominant learning styles. To establish the levels of academic repetition and retardation academic, the academic report data available at the institution were consulted. To obtain the results of the relationship between learning styles with retardation and academic repetition we used the Pearson correlation. The results showed that in terms of learning styles they followed this order: high preference for the theoretical style and moderate preference in both active, reflexive and pragmatic styles. In addition, a statistically significant relationship was found between repetition and retardation academic.

Palavras-chave : CHAEA; higher education; learning styles; lag; Pearson correlation coefficient.

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