Perfil de aprendizaje y rendimiento académico en una asignatura de química en modalidad a distancia y presencial en dos programas de ingeniería

Abstract

Learning and academic performance of students who studied a chemistry course in distance and face-toface modalities in Electronics and Electromechanical Engineering programs in a higher education institution based in Cartagena de Indias (Colombia) was analyzed. Of 113 students, 36.28% belonged to the modality and 63.71% for distance. The VARK questionnaire was used to identify the visual, auditory, and kinesthetic reading-writing styles, and qualifications of an institutional platform were collected. A database was constructed and tests were applied to compare results. Kinesthetic was the predominated style (32.5%) in both modes (p<0.05). The yields were 88.6% for distance students and 78.4% for students in classroom (p<0.05). Students were provided with empirical learning, being the distance mode the one that best adapted to this methodology. There was no correlation between learning styles and academic performance in both modes (p>0.05).