Caracterización de estilos de aprendizaje y su relación con los resultados de las pruebas de estado saber 11

Abstract

This research focused on the identification of the learning styles of a sample of eleventh grade students from the San Pablo Apóstol Institute (ISPA) and the José Acevedo y Gómez School (JAG) and their characterization in relation to results obtained in the Estado Saber 11, in order to find a pattern between the dimensions and learning capabilities of the students and the overall results obtained in this test. In this sense, we seek to generate a new perspective that strengthens the evaluation and inclusion processes, taking into account the diversity of processing and perception in learning that the student population presents. To do this, David Kolb's learning styles test was adapted to a digital system that allowed the collection, processing and analysis of data mediated by technology. From this information, patterns were found that present favorable scores in the Saber 11 test for students with tendencies towards the abstract conceptualization of learning, which represent the lowest percentage of the population, and less favorable scores in students with a tendency towards the concrete experience of learning. learning in its processing dimension, which represent the largest percentage of the population. In this sense, a point of view is presented that contributes to the strengthening of evaluation processes from the perspective of inclusion, taking into account the diversity of ways of perceiving and processing the knowledge that students possess, especially in the development of state tests, since these represent a great impact on the improvement of the educational system and on educational public policy in general