Strategies to enhance learning and academic performance in university students

Abstract

Currently, teachers must know that each student learns according to their own motivations, their degree of cognitive-academic development and their learning style, which allows them to achieve high levels of learning. This research analyzes the strategies to enhance learning and its relationship with the academic performance of first-year undergraduate surgeon students at a public university in Mexico. From a methodological perspective, quasi-experimental research in first semester students of the Faculty of Medicine of the Autonomous University of Tamaulipas in Tampico, Tamaulipas, Mexico (N = 194), uses the Neurolinguistic Programming test of Blander and Grinder with 40 items of three response options to identify the preferred perception channel and the statistical analysis in SPSS 19.0 calculating the reliability of the instrument through the Cronbach’s alpha coefficient. The results indicate that the kinesthetic learning style predominates in the students who were part of the study (58.2%), observing a relationship between learning style and academic performance with the ANOVA test. In conclusion, teachinglearning-evaluation strategies must be implemented for the different groups of students, in order for the students to achieve adequate performance.