Learning Styles and Metacognitive Strategies in Students of the National University of Cañete
DOI:
https://doi.org/10.18172/con.6447Keywords:
learning, self-regulation, learning style, higher education, metacognitionAbstract
Learning and adapting to new educational environments represent a constant challenge for university students. In this context, this study analyzes the relationship between learning styles and metacognitive strategies, with the aim of contributing to the design of more effective pedagogical approaches in higher education. The research follows a quantitative approach with a cross-sectional descriptive-correlational design. A census sample of 90 university students was used, who were administered a Likert-type questionnaire composed of 21 items for the learning styles variable and 20 items for the metacognitive strategies variable. The results show a moderate and significant correlation between both variables (R = 0.586; p < 0.05), indicating that students who effectively apply their learning styles also optimize the use of metacognitive strategies, such as planning, monitoring, and evaluating their learning process. In particular, active and reflective learning styles demonstrated a greater influence on improving academic performance. These findings highlight the importance of integrating innovative teaching strategies, the use of technology, and continuous assessment to enhance university learning. Further studies are recommended to analyze the long-term impact of these strategies and their applicability in different educational contexts.
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