Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education

Authors

  • Ynés Phun-Pat Universidad Nacional San Luis Gonzaga, Ica, Peru Prolongación Ayabaca C-9 Urbanización San José – Ica, Peru
  • Carmen Chauca Universidad Nacional San Luis Gonzaga, Ica, Peru Prolongación Ayabaca C-9 Urbanización San José – Ica, Peru
  • Maritza Elizabeth Arones Mayurí Universidad Nacional San Luis Gonzaga, Ica, Peru Prolongación Ayabaca C-9 Urbanización San José – Ica, Peru
  • Olga Maria Curro-Urbano Universidad Nacional San Luis Gonzaga, Ica, Peru Prolongación Ayabaca C-9 Urbanización San José – Ica, Peru

DOI:

https://doi.org/10.3991/ijet.v16i20.25167

Keywords:

ACRA, Adolescence, Brain development, Effective learning, Effectiveness

Abstract


Undergraduate training continues to be a challenge to train entrepreneurial specialists with research-oriented attitudes. Depending on the level of func-tional development of the brain, the level of learning will be different in re-lation to chronological age. The ACRA learning strategies scales (Román & Gallego, 2001) allow verifying the frequency, type of strategy and specific technique used by students, the coding strategies being 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 the learning strategies used by the students with their academic performance, as well as to verify if there is a difference by gender, during a period of three years . Technical sheets and final grades of the students were also ap-plied; a multiple linear regression analysis; it is a mixed type investigation. It is observed that the Coding strategies are not used very frequently. In Aca-demic Performance (AR), only 7.85% of the students obtained a final score of 14 or more, the use score coinciding with scales that measure the same learning strategies. The type of strategies and the age (18-19 years) registered influence the RA and only the Acquisition strategies show a slight relation-ship with the RA. There is no gender relationship.

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Published

2021-10-25

How to Cite

Phun-Pat, Y., Chauca, C., Arones Mayurí, M. E., & Curro-Urbano, O. M. (2021). Cognitive Development, Learning Strategies and Academic Performance in The First Stage of University Education. International Journal of Emerging Technologies in Learning (iJET), 16(20), pp. 35–50. https://doi.org/10.3991/ijet.v16i20.25167

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Papers