El objetivo de la investigación ha sido determinar la relación que existe entre la comprensión lectora (CL), los estilos de aprendizaje (EA) y el rendimiento académico (RA) de los estudiantes de inglés en una Universidad Pública de Huancavelica 2024. Con ese fin se aplicó un cuestionario para identificar los EA de los estudiantes y test para medir su CL y su RA. La investigación ha sido correlacional, de diseño no experimental y de corte transversal. Los resultados mostraron: Para la CL y los EA: r = 0.519; p = 0.000 <  = 0.05. Para la CL y el RA: r = 0.813; p = 0.000 <  = 0.05. Para los EA y el RA: r = 0.767; p = 0.000 <  = 0.05. Todo lo cual significó que existe una relación significativa entre dichas variables. La principal conclusión a que se ha arribado es que existe una relación significativa entre la CL, los EA y el RA de los estudiantes de inglés de una Uni...

The environment is internalized by individuals in different ways; some easily perceive the world visually, others retain more information by listening, and some learn by making movements—corresponding to visual, auditory, and kinesthetic learning styles, respectively. The objective of the research was to determine the relationship between learning styles and academic performance of English students at UNAT in 2022. To achieve this, a survey was applied to 84 students from the subjects of Forest and Environmental Engineering, Food Industry Engineering, and Civil Engineering. First, the survey identified their learning styles, then a test measured their conceptual and procedural performance, and a checklist assessed their attitudinal performance. The results showed that 42.86% of students have a visual learning style, 41.67% have a kinesthetic learning style, and 15.48% have an auditory ...

The objective of the research has been to determine the relationship that exists between learning styles and academic performance in the Operational Research course of students of the IV cycle of FCAUNAC. In this sense, a questionnaire has been applied to 80 students to determine their learning styles; an exam to measure conceptual performance and another to measure procedural performance; to measure attitudinal performance, a checklist has been applied. Once obtained, the data were organized in a database, which allowed us to describe their behavior and infer the degree of association between the research variables, for which we used the Pearson correlation coefficient, the analysis of variance and Tukey's test. SPSS and Minitab were used for the calculations. The result of the research is that the more orientation towards a learning style the students obtain a higher academic performan...