El objetivo del estudio fue determinar la relación entre las estrategias de aprendizaje de los estudiantes de Ingeniería Mecánica de la Escuela Superior Politécnica de Chimborazo (ESPOCH) y el rendimiento académico en la asignatura Análisis Matemático II, con una población de 82 estudiantes. La investigación fue no experimental, con enfoque cuantitativo-cualitativo, de tipo descriptivo correlacional. Se utilizó el cuestionario CEVEAPEU para identificar las estrategias de aprendizaje y las notas finales en la asignatura para medir el rendimiento académico. El 52% de estudiantes son de bajo rendimiento, el 48% son de mediano rendimiento; diecinueve estrategias son las más utilizadas, cuatro inciden significativamente en el rendimiento académico, la estrategia planificación no utilizan los estudiantes de bajo rendimiento. Se rechaza la hipótesis de investigación y s...

The objective was to determine the relationship between learning strategies for students at ESPOCH’s School of Mechanical Engineering and the academic performance in Mathematical Analysis II by analyzing a sample population of 82 students. This research was not experimental, it was quantitative-qualitative and of the descriptive-correlational type. The CEVEAPEU questionnaire was used to identify learning strategies and final grades in order to measure academic performance. 52% of students were underperformers and there were no high performers. Nineteen learning strategies are predominant. Four strategies significantly impinged on academic performance. Only the «planning» learning strategy was not used by low performing students. The research hypothesis is rejected and it is recommended to conduct a pilot study on the «planning» learning strategy as a predictor of academic perf...

The objective was to determine the relationship between learning strategies for students at ESPOCH’s School of Mechanical Engineering and the academic performance in Mathematical Analysis II by analyzing a sample population of 82 students. This research was not experimental, it was quantitative-qualitative and of the descriptive-correlational type. The CEVEAPEU questionnaire was used to identify learning strategies and final grades in order to measure academic performance. 52% of students were underperformers and there were no high performers. Nineteen learning strategies are predominant. Four strategies significantly impinged on academic performance. Only the «planning» learning strategy was not used by low performing students. The research hypothesis is rejected and it is recommended to conduct a pilot study on the «planning» learning strategy as a predictor of academic perf...