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FEM: Revista de la Fundación Educación Médica

On-line version ISSN 2014-9840Print version ISSN 2014-9832

Abstract

ESCANERO-MARCEN, Jesús F.; SORIA, M. Soledad; ESCANERO-EREZA, M. Elena  and  GUERRA-SANCHEZ, Manuel. Influence of learning styles and metacognition in the academic performance of physiology students. FEM (Ed. impresa) [online]. 2013, vol.16, n.1, pp.23-29. ISSN 2014-9840.  http://dx.doi.org/10.4321/S2014-98322013000100005.

Introduction: Metacognitive knowledge that allows an individual to feel more motivated and as more aware of the regulatory mechanisms of the processes used for learning learn better and more effectively. This paper analyzes the relationship between learning styles and metacognitive knowledge with academic performance in students of physiology, Faculty of Medicine. Subjects and methods: Students enrolled in second year of Medicine, physiology course (n = 174), made the following questionnaires: learning style with Honey-Alonso Questionnaire Learning Styles, and metacognition, awareness/knowledge (planning) and control (evaluation), the Inventory of metacognitive strategies of O'Neil and Abedi. Academic performance was obtained from the final score obtained by each student. Results: The learning style that physiology students showed was reflexive, for women 52% vs. 36% of men. The percentages of scores obtained for the two components of metacognition are around 75-80%. No correlation was found between the score and the different learning styles; planning (metacognition) and the score obtained were significantly correlated (p < 0.05), also the theoretical style was positively correlated with planning strategies (p < 0,05) and evaluation (p < 0.01) and reflective learning style was positively correlated with the evaluation strategy (p < 0.05). Conclusions: According to results reported is recommended activities like the present because of the practical interest in the relationship with academic performance.

Keywords : Academic performance; Learning styles; Metacognition; Metacognitive knowledge.

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