Estudio comparado entre las estrategias de aprendizaje utilizadas por estudiantes de secundaria repitentes y no repitentes

Abstract

La investigación planteó como objetivo comparar el uso de estrategias de aprendizaje en estudiantes repitentes y no repitentes de secundaria de un colegio público de Santander (Colombia). Se utilizó una metodología cuantitativa, participaron 90 estudiantes, seleccionados por un muestreo censal,28 son repitentes (M edad = 15,32, σ 1,54) y 62 no repitentes (M edad = 15,06, σ 1,26). Se aplicó la Escalas ACRA. Para encontrar los resultados, se empleó la prueba de comparación U de Mann-Whitney. Los resultados detectaron diferencias significativas en el uso de las estrategias. Las estrategias más usadas son las de apoyo, con la diferencia que los no repitentes se encuentran relacionados con aspectos motivacionales de carácter intrínseco y los repitentes con búsqueda de recompensa inmediata.

The research aimed to compare the use of learning strategies among repeating and nonrepeating high school students in a public school in Santander, Colombia. A quantitative methodology was employed, involving 90 students selected through a census sampling method: 28 were repeating students (M age = 15.32, σ = 1.54) and 62 were non-repeating students (M age = 15.06, σ = 1.26). The ACRA Scales were applied, which measure the use of learning strategies for acquisition, encoding, retrieval, and information processing support. It was found that non-repeating students use all learning strategies at a high level, while repeating students use retrieval and support strategies highly and acquisition and encoding strategies moderately. Additionally, it was evident that the support strategy was the most utilized by both groups, with the difference being that in non-repeating students it is related to intrinsic motivational aspects, whereas in repeating students it is associated with the pursuit of immediate rewards. To identify significant differences in the use of strategies between the two groups, the Mann-Whitney U test was employed. The results revealed significant differences in the use of learning strategies.