Estilos de aprendizaje en estudiantes de educación primaria de la Institución Educativa N°38254/Mx-P “Luis Cavero Bendezú” Huanta, 2025.
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2026-08-03
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El presente trabajo de investigación tuvo como objetivo describir los estilos de aprendizaje predominantes en estudiantes de educación primaria de la Institución Educativa N°38254/Mx-P "Luis Cavero Bendezú", Huanta, 2025. El estudio se desarrolló bajo un enfoque cuantitativo, de tipo descriptivo y diseño no experimental La población estuvo conformada por 20 estudiantes del cuarto grado de educación primaria. La muestra fue de tipo censal, ya que estuvo constituida por la totalidad de la población en estudio. La técnica fue la encuesta como instrumento se utilizó un cuestionario validado y confiable. El instrumento fue sometido a validez por juicio de expertos, obteniendo una valoración promedio de 85.6%, y su confiabilidad fue determinada mediante el coeficiente Alfa de Cronbach, alcanzando un valor de 0.684. Los resultados indican que el 60% de los estudiantes presenta un nivel alto en estilos de aprendizaje, mientras que el 40% se ubica en nivel medio, sin registrarse casos en nivel bajo. El estilo teórico fue el más desarrollado (70% en nivel alto), seguido de los estilos activo y reflexivo (60% cada uno en nivel alto). El estilo pragmático mostró predominancia en nivel medio (60%).Estos hallazgos evidencian preferencias definidas en las formas de aprender, lo que subraya la necesidad de implementar estrategias pedagógicas diversificadas que atiendan estas particularidades. Se recomienda fortalecer el estilo pragmático mediante actividades vinculadas a situaciones prácticas y cotidianas. El estudio contribuye al conocimiento sobre estilos de aprendizaje en contextos rurales peruanos y aporta insumos para mejorar la calidad educativa regional.
The present research aimed to describe the predominant learning styles of primary school students at the Educational Institution N°38254/Mx-P "Luis Cavero Bendezú", Huanta, 2025. The study was conducted under a quantitative approach, with a descriptive type and a non-experimental design. The population consisted of 20 fourth-grade primary school students, and the sample was census-based, as it included the entire population. The technique used was the survey, and the instrument was a valid and reliable questionnaire, validated through expert judgment with an average score of 85.6%, and its reliability was determined using Cronbach’s Alpha coefficient, reaching a value of 0.684. The results showed that 60% of the students reached a high level in learning styles, while 40% were at a medium level, with no cases at a low level. The theoretical style was the most developed (70% at a high level), followed by the active and reflective styles (60% each at a high level), while the pragmatic style showed a predominance at the medium level (60%). These findings reveal defined preferences in the ways students learn, highlighting the need to implement diversified pedagogical strategies. It is recommended to strengthen the pragmatic style through activities related to practical and everyday situations. This study contributes to the understanding of learning styles in rural Peruvian contexts and provides inputs to improve regional educational quality.
Kay yachay maskayqa, Huanta llaqtapi, yachay wasi N 38254/Mx-P "Luis Cavero Bendezú" nisqapi, primaria nisqapi yachakuqkunapa aswan yachay estilonkunata willayta munarqa, 2025. Kay yachayqa diseño cuantitativo, descriptivo, mana experimental nisqawanmi llamkachisqa. Población nisqapiqa 236 yachakuqkunam karqaku, chaymantam muestrapiqa 20 tawa kaq grado yachakuqkuna, akllasqa muestreo propósito no probabilidad nisqawan, accesibilidad nisqapi hapipakuspa. Instrumento hinam huk tapukuy validado hinaspa confiable nisqa, modelo Honey y Mumford nisqapi hapipakuspa, kay dimensiones nisqakunata chaninchaspa: activo, reflexivo, teórico, pragmático. Chay ruwasqakunam qawarichin 60% yachakuqkuna hatun yachay estilokunata qawachisqankuta, 40%ñataqmi chawpi nivelpi karqaku, manataqmi pisi nivelpi casokuna karqachu. Estilo teórico nisqa aswan wiñasqa (70% hatun nivelpi), chaymantataqmi estilo activo y reflexivo (60% sapakama hatun nivelpi). Estilo de aprendizaje pragmático nisqa aswanta karqan chawpi nivelpi (60%). Kay tarikuykunam qawarichin yachaypa estilonkunapi definisqa munasqakunata, chaypim qawarichin imaymana estrategias pedagógicas nisqakunata ruwanapaq, chaykunam kay particularidadkunata qawarin. Yuyaychakunmi, ruway atiy, sapa punchaw ruwaykunawan tinkisqa ruwaykunawan, yachay ruway pragmático nisqa kallpanchanapaq. Kay yachayqa yanapanmi yachaypa imayna kayninta hamut’anapaq contextos rurales peruanos nisqapi, chaynallataqmi yanapakuykunata qun chay suyupi yachay allin kananpaq.
The present research aimed to describe the predominant learning styles of primary school students at the Educational Institution N°38254/Mx-P "Luis Cavero Bendezú", Huanta, 2025. The study was conducted under a quantitative approach, with a descriptive type and a non-experimental design. The population consisted of 20 fourth-grade primary school students, and the sample was census-based, as it included the entire population. The technique used was the survey, and the instrument was a valid and reliable questionnaire, validated through expert judgment with an average score of 85.6%, and its reliability was determined using Cronbach’s Alpha coefficient, reaching a value of 0.684. The results showed that 60% of the students reached a high level in learning styles, while 40% were at a medium level, with no cases at a low level. The theoretical style was the most developed (70% at a high level), followed by the active and reflective styles (60% each at a high level), while the pragmatic style showed a predominance at the medium level (60%). These findings reveal defined preferences in the ways students learn, highlighting the need to implement diversified pedagogical strategies. It is recommended to strengthen the pragmatic style through activities related to practical and everyday situations. This study contributes to the understanding of learning styles in rural Peruvian contexts and provides inputs to improve regional educational quality.
Kay yachay maskayqa, Huanta llaqtapi, yachay wasi N 38254/Mx-P "Luis Cavero Bendezú" nisqapi, primaria nisqapi yachakuqkunapa aswan yachay estilonkunata willayta munarqa, 2025. Kay yachayqa diseño cuantitativo, descriptivo, mana experimental nisqawanmi llamkachisqa. Población nisqapiqa 236 yachakuqkunam karqaku, chaymantam muestrapiqa 20 tawa kaq grado yachakuqkuna, akllasqa muestreo propósito no probabilidad nisqawan, accesibilidad nisqapi hapipakuspa. Instrumento hinam huk tapukuy validado hinaspa confiable nisqa, modelo Honey y Mumford nisqapi hapipakuspa, kay dimensiones nisqakunata chaninchaspa: activo, reflexivo, teórico, pragmático. Chay ruwasqakunam qawarichin 60% yachakuqkuna hatun yachay estilokunata qawachisqankuta, 40%ñataqmi chawpi nivelpi karqaku, manataqmi pisi nivelpi casokuna karqachu. Estilo teórico nisqa aswan wiñasqa (70% hatun nivelpi), chaymantataqmi estilo activo y reflexivo (60% sapakama hatun nivelpi). Estilo de aprendizaje pragmático nisqa aswanta karqan chawpi nivelpi (60%). Kay tarikuykunam qawarichin yachaypa estilonkunapi definisqa munasqakunata, chaypim qawarichin imaymana estrategias pedagógicas nisqakunata ruwanapaq, chaykunam kay particularidadkunata qawarin. Yuyaychakunmi, ruway atiy, sapa punchaw ruwaykunawan tinkisqa ruwaykunawan, yachay ruway pragmático nisqa kallpanchanapaq. Kay yachayqa yanapanmi yachaypa imayna kayninta hamut’anapaq contextos rurales peruanos nisqapi, chaynallataqmi yanapakuykunata qun chay suyupi yachay allin kananpaq.
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Estilos de Aprendizaje, Estilo Activo, Estilo Reflexivo, Estilo Teórico, Estilo Pragmático, Estrategias Pedagógicas, Learning Styles, Active Style, Reflective Style, Theoretical Style, Pragmatic Style, Pedagogical Strategies, Yachay Ñankuna, Estilo Activo, Estilo Reflexivo, Estilo Teórico, Estilo Pragmático, Estrategias Pedagógicas