Learning styles and academic achievement in students of the first cycle of the Master’s Program in Educational Sciences majoring in Teaching English as a Foreign Language at the National University of Education Enrique Guzman y Valle, La Molina, Lima, 2016

• Autor: Jalixto Erazo, Hans Manuel
• Formato: tesis de maestría
• Fecha de Publicación: 2017
• Institución: Universidad Nacional de Educación Enrique Guzmán y Valle
• Repositorio: UNE-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.une.edu.pe:20.500.14039/1432
• Enlace del recurso: https://repositorio.une.edu.pe/handle/20.500.14039/1432
• Nivel de acceso: acceso abierto
• Materia: Learning styles; Academic achievement

This study known as Learning styles and academic achievement in students of the first cycle of the Master’s Program in Educational Sciences majoring in Teaching English as a Foreign Language at the National University of Education Enrique Guzman y Valle, La Molina, Lima, 2016, aims to determine the degree of relationship between variables learning styles and academic achievement. It has been run a research of substantive type, correlational design with descriptive method and a non-probabilistic sample. The population was of 27 students of the first cycle of the Master’s Program in Educational Sciences majoring in Teaching English as a Foreign Language. All the students were involved in the research, the sample was the same as the population and thus a census context was reported. In addition, we have validated research instruments to then apply them. Finally, hypothesis testing has proved that learning styles have a significant relationship with academic achievement in students of the first cycle of the Master’s Program in Educational Sciences majoring Teaching English as a Foreign Language at the National University of Education Enrique Guzman y Valle, La Molina, Lima, 2016, because it has been observed that learning styles are directly related to academic achievement. That is, at higher levels of learning styles, there will be a higher level of learning achievement, and according to Spearman’s correlation of 0,541, this represents a mean positive correlation.