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Formación universitaria

versión On-line ISSN 0718-5006

Resumen

ACEVEDO, Diofanor; TIRADO, Diego F  y  MONTERO, Piedad M. Profile Learning and Academic Performance in Course of Chemistry in the Online and Face-to-Face Modes in two Engineering Programs. Form. Univ. [online]. 2015, vol.8, n.6, pp.39-46. ISSN 0718-5006.  http://dx.doi.org/10.4067/S0718-50062015000600006.

Learning and academic performance of students who studied a chemistry course in distance and face-to-face modalities in Electronics and Electromechanical Engineering programs in a higher education institution based in Cartagena de Indias (Colombia) was analyzed. Of 113 students, 36.28% belonged to the modality and 63.71% for distance. The VARK questionnaire was used to identify the visual, auditory, and kinesthetic reading-writing styles, and qualifications of an institutional platform were collected. A database was constructed and tests were applied to compare results. Kinesthetic was the predominated style (32.5%) in both modes (p<0.05). The yields were 88.6% for distance students and 78.4% for students in classroom (p<0.05). Students were provided with empirical learning, being the distance mode the one that best adapted to this methodology. There was no correlation between learning styles and academic performance in both modes (p>0.05).

Palabras clave : learning styles; academic performance; distance learning; teaching.

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