Autoevaluación de Conocimientos Previos y Rendimiento según Estilos de Aprendizaje en un Grado Universitario de Edificación

Abstract

The fundamental objective of this work was to identify the learning styles of first-year students in the degree of Building Construction at the University of Seville in Spain. The existent relationship between student’s self-assessment of their own knowledge in four basic courses and their scores, the influence of their learning style on their performance, and whether or not there was a relationship between the scores obtained in related first-year courses were studied. To this end, a cross-sectional methodological design, ex post-facto was used, utilizing correlational and descriptive methods. The Honey-Alonso Learning Styles Questionnaire (CHAEA), a demographic and self-evaluation questionnaire was provided, and the scores analyzed. Predominance of the reflective style and a lack of correlation between self-assessment and scores, except for Mathematics were observed. It was also found that student’s behavior according to the styles was variable depending on the different courses. This indicates that, to improve academic performance, the development of in-class strategies that include all learning styles is necessary.