The impact of learning styles on the academic performance of middle school students

Abstract

Low student academic performance is a problem that has been addressed in recent decades. It is expected that these learning problems will be addressed through teaching practices, improving their methodological processes in response to diversity in the classroom. Learning styles are an orientation that allows us to understand this diversity and improve methodological proposals. The objective of this research is to describe the effect generated by various learning styles on the academic performance of middle-level basic general education students in the 2022-2023 school year. For this, a mixed approach research is proposed, with a descriptive scope and field research through the use of the VARK test for learning styles, a grade record to determine academic performance and an observation sheet for teachers. A student population of 88 students and observation of 3 teachers from the institution were considered. The results of the research show that teachers do not tend to generate novel methodological practices, while in learning styles, a prevalence was found in the kinesthetic and visual style, the latter having a correlation with academic performance.

Keywords: learning styles, academic performance, teacher methodology

DOI: 10.54941/ahfe1005401