Abstract

This research describes the Learning Styles and Strategies of upper-level students from the Statistical Engineering Career of the University of Concepción, through the CHAEA questionnaire and the ACRA-Abbreviated scale. It was found that the Reflective style predominates, and that very few students present Active style. When comparing the average scores for the first year students and upper-level students, no significant differences were found in the average scores of the Learning Styles, inferring that these styles are not modified by the stay in the Career. The only one sociodemographic variable related to learning strategies is sex; in effect, women significantly outperform men in the average scores of Dimensions: Cognitive and Learning-Control Strategies, and Learning Support Strategies of the ACRA-Abbreviated Scale. Learning styles do not generate significant differences in student performance.