Proceedings of The 3rd International Conference on Teaching, Learning and Education
Cognitive development, learning strategies and academic performance in the first stage of university training
Phun-Pat Ynes; Chauca Carmen; Arones Mayuri Maritza; Curro-Urbano Olga
Undergraduate training remains a challenge, to train entrepreneurial specialists with research-oriented attitudes. According to the level of functional brain development, the level of learning will be different in relation to the chronological age. The ACRA Scales of learning strategies (Román & Gallego, 2001) allow to verify the frequency, type of strategy and specific technique used by students, being the Coding strategies the most important for effective performance throughout life; although there is an abbreviated and validated version of this scale applicable only at the university level by De la Fuente and Justicia (2003); in the study, the 2001 version of Román & Gallego is applied to analyze, according to age, the correspondence between learning strategies used by students with their academic performance, as well as to verify if there is a difference according to gender, during a period of three years. A data sheet and final grades of the students were also applied; a multiple linear regression analysis; it is a mixed type investigation. It is observed that the Coding strategies are not used very frequently; in Academic Performance (AP), only 7,85% of students obtained a final grade of 14 or more, coinciding grading of usage with scales that measure the same learning strategies. The type of strategies registered and the registered age (18-19 years) influence the AP and only the Acquisition strategies show a slight relationship with the AP. There is no relation to gender.
Keywords: ACRA, Adolescence, Brain development, Effective learning, Effectiveness.