The research had the purpose of determining the relationship between the teaching style and academic performance in the students of the Professional School of Initial Education of the National University of Altiplano, Puno. Methodologically, the research is descriptive and correlational. The sample consisted of 233 students to whom a questionnaire with 71 indicators was applied, corresponding to the teaching styles, and a document analysis guide was used for the academic performance variable. To determine the correlation, the Spearman correlation coefficient, ρ (rho). The results show a moderate positive correlation between teaching styles and academic performance, which are represented in a 0.452 * relationship. In conclusion, the higher the level of applicability of the different teaching styles, the better and the higher the students' academic performance.

The research focused on assessing the level of scientific evidence that exists about the use of cognitive strategies as a determinant in the reading comprehension activity in students of different educational levels: primary, secondary and higher. A systematic review of scientific articles and theses was carried out, without restriction of dates or types of study. We reviewed the full articles that included on the importance of cognitive strategies and reading comprehension. Ten articles were selected, most of these looking for the relationship exists. Good percentage of the authors of the articles and thesis reviewed conclude that the good use of cognitive strategies develops reading comprehension skills reaching the desired goal, the understanding of the text. It even depends on these strategies that the student develops increasingly complex performance criteria for reading comprehensi...