Learning styles and short-term memory in basic education students

Abstract

The objective of this research is to determine the level of influence of learning styles on short-term memory in students in the fourth year of general basic education at the "Las Americas" Educational Unit in the city of Ambato. The research method is mixed (quantitative-qualitative) the modality is documentary bibliographic since it will be possible to investigate concepts based on magazine theories, articles and books, it also adapts to a field modality; since, data will be collected in an orderly manner creating reliable research, its level was exploratory, descriptive and correlational. To determine the level of influence of learning styles, the Honey-Alonso Learning Styles Questionnaire (CHAEA) was used, which is made up of 80 items and divided into 4 dimensions: active, reflective, theoretical and pragmatic. On the other hand, the WISC-V scale was used for the Digits and Drawing Span subtests, which measures the level of cognition of a person. As a result, it was determined that the most predominant style among students is the pragmatic with a high level of 36%, followed by the theoretical style with 26%, the reflective style with 13% and the active style with 10%, as for memory it was established that they have a low level with 54%. When performing the correlation level, it was concluded that learning styles do influence short-term memory.