Relación entre las estrategias de aprendizaje de los estudiantes de Ingeniería Mecànica de la ESPOCH y su rendimiento académico en la asignatura Análisis Matemático II

Abstract

The purpose of this study was to identify learning strategies that were using the 82 students of Mathematical Analysis II of the School of Mechanical Engineering ESPOCH, and determine if a bearing on their academic performance. The study was not experimental, with quantitative and qualitative focus, descriptive correlational. CEVEAPEU Questionnaire was used to assess the learning strategies of students; to measure academic performance, academic records were used period March – August 2014. Students were classified in medium and low performance because not found of high performance. Only three strategies were not used by students, three strategies were partially used and the remaining 19 were used. To verify the research hypothesis, it was used the chi-square statistic of independence and found that strategies: planning, control and self-regulation; abilities of social interaction and learning with classmates and resource management to use the acquired information, significantly impinged on the academic performance of students, being the planning strategy the only one that the underperforming students did not use. Therefore the research hypothesis is rejected. It is recommended to perform an experimental study in the same subject or similar to strategy planning, as a predictor of academic performance.