Learning styles and academic performance: level of students' self-incognition and teachers' perception of the architecture career, UNAN-Managua

Abstract

This study explores the level of self-knowledge about learning styles in Architecture students at UNAN-Managua and analyzes the teacher's perception of their relationship with academic performance. This work is relevant to understand how learning styles and pedagogical strategies influence academic performance, contributing to the design of more effective methodologies. The research used a qualitative approach with phenomenological design. Semi-structured interviews were conducted with 12 students and 5 teachers, selected by sociostructural sampling, considering in the sample of students characteristics such as academic performance and preferred learning styles. The data were processed by axial coding and analysis with Atlas.ti software. The results revealed that students have diverse conceptualizations about learning styles, associating them to both their learning processes and teaching strategies. In addition, they recognize that their preferred styles influence their academic performance. Teachers agree on the importance of learning styles in teaching and perceive that students have a preference for the pragmatic, active and reflective styles, although quantitative data show a greater inclination towards the reflective style. It was also identified that pedagogical strategies, such as discussions and revisions, favored more the pragmatic, active and reflective styles. In conclusion, the study highlights the need to diversify teaching strategies to meet the variety of learning styles of students, promoting a more inclusive and effective education that optimizes academic performance and strengthens the formative experience of students.