Learning styles and academic performance of Chilean Physical Education university students
- Serra Olivares, Jaime - Munoz Valverde, Carlos Leonel - Cejudo Armero, Consuelo - Gil Madrona, Pedro
- Datos de publicación:
- RETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION,Vol.,62-67,2017
- Learning Styles - Initial Teacher Training - Higher Education - Academic Performance
- Migración Web of Science 
- The relationship between learning styles and academic performance of physical education students at the Temuco Catholic University 2015/16 was analysed (n = 122). Participants completed the CHAEA-36 questionnaire and data were analysed by academic year, age and gender. The findings showed a predominance of a combined style of learning (56%) and the active learning style (21%). No significant relationship between learning styles and academic year (x(2) = 14.324; p =.575) nor age (x(2) = 14.324; p =.575) were observed. However, the inferential analysis showed a significant relationship between learning styles and gender (x(2) = 11.257; p =.024). Finally, students with an active learning style demonstrated significantly lower academic performance than their peers using pragmatic (F = 9.517; p = .011) and combined (F = 14.625; p = .013) learning styles. No other significant differences were observed. These findings show the importance of approaching teachers basic training from a flexible perspective, adapting it to learners' cultural and educational context. In this sense, new research studies that analyse the relationship between learning styles and academic performance, mainly from the gender perspective, are needed.