Estilos de aprendizaje y desarrollo de pensamiento formal en estudiantes peruanos de Educación Básica

Abstract

The aim of this study was to establish the relationship between Learning Styles (LS) and the level of Formal Thought Development (FTD) in fourth-year students of Regular Basic Education in the Tacna Region, 2022. From a methodological standpoint, this research adopts a descriptive correlational design. The sample consisted of 738 fourth-year secondary education students, randomly and repre-sentatively selected from the four Local Educational Management Units in the Tacna Region. Two instruments were administered: the CHAEA questionnaire by Honey and Alonso, comprising 80 items to identify LS, and the TOLT Test by To-bin and Capie, consisting of 10 items, to determine the FTD level in participants. The findings revealed a significant relationship between LS and FTD level in Regu-lar Basic Education students in the Tacna Region, 2022. Reflective, theoretical, and pragmatic learning styles showed significant relationships (bilateral signifi-cance of 0.003<0.05, 0.040<0.05, and 0.010<0.05, respectively) with FTD. Thus, effect sizes are around the medium level with high statistical power. Only the ac-tive learning style did not show a significant relationship (bilateral significance of 0.133 > 0.05). It is concluded that the active learning style is not related to the FTD level, whereas the reflective, theoretical, and pragmatic styles are.