Resumo

MAMANI MAMANI, Benedicta; DEZA GUZMAN, Marco Edgardo; ABARCA SUCA, Jhon Eduardo  e  PERALTA-MAMANI, Mariela. Relation between learning styles and reader´s metacomprehension strategies. Revista San Gregorio [online]. 2020, n.40, pp.19-32. ISSN 2528-7907.  https://doi.org/10.36097/rsan.v1i40.1316.

The objective of this work was to correlate learning styles with reader´s metacomprehension strategies in university students. This cross-sectional study was carried out on 130 university students from a particular peruvian university. To determine learning styles, the Kolb inventory instrument was used, where it classifies as convergent, divergent, assimilator, and accommodator. For reader´s metacomprehension strategies, the Schmitt metacomprehension skills inventory instrument was used, according to the level of diagnosis it was classified as high, medium and low level. The statistical tests were carried out with the SPSS v. 22, a significance level of 5% was considered. In the sample 44.62% show a divergent learning style, followed by assimilator (24.61%), convergent (20.77%) accommodating (10%). In reader´s metacomprehension strategies, students showed medium level ability in 68.46%, followed by low level (22.3%) and high level (9.24%). When correlating learning styles and reader´s metacomprehension strategies, it was found that there is no statistically significant difference between ( ). It is concluded that the different learning styles are not related to the reader´s metacomprehension strategies in first year university students of the faculty of health sciences.

Palavras-chave : Learning styles; reading metacomprehension; strategies; teaching didactics..

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