Resumo

PENAFIEL LIMAICO, Sophya Natalia et al. Exploring relationships between learning styles and academic performance in Nursing: a case in tertiary and technological education. Prohominum [online]. 2024, vol.6, n.4, pp.257-265.  Epub 25-Maio-2025. ISSN 2665-0169.  https://doi.org/10.47606/acven/ph0299.

The relationship between learning styles and academic performance (AP) was investigated in first semester students of the Nursing career of a tertiary and technological education institute of the Metropolitan District of Pichincha, Ecuador. The work corresponds to a quantitative research, based on a non-experimental design, under the modality of a case study, which had a relational scope. A probabilistic sample of 107 subjects from the first semester (N: 147; n: 107) was selected. The questionnaire used was the CHAEA (α > 0.8) (Alonso et al., 1999), which explores 4 learning styles through 80 items [Active (Act-S), Theoretical (Theo-S), Pragmatic (Prag-S) and Reflective (Ref-S)], assigning 20 items per dimension. The responses are dichotomous [1(+) / 0 (-)], assessing the presence or absence of the attribute. The ratings summarizing academic performance (AP) were explored through 4 levels (Insufficient to Very good). Scores were identified for each style and a calculation of frequencies and percentages by levels was made from the ratings. The association contrast required the design of contingency tables and subsequently the application of Pearson's Chi2 test (H1: presence of significant association between learning style and AP; p.value: <0.05). The presence of the four learning styles was observed, having higher prevalence Ref-S and Theo-S; both with 103 cases, followed by the Prag-S style. This indicates that students perceive that they learn in a reflective manner, privileging logical thinking, and practical applications and problem solving. No association was found with AP (χ²: p.value>0.05). This differs from what has been reported in the literature, which calls for a review of the contextual elements.

Palavras-chave : Nursing learning; Quality of teaching and learning; Technology education; Learning styles; Academic performance.

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