Association between modality of teaching and academic performance, with learning strategies in higher education

Learning strategies are actions and cognitive processes that enable self-control and mastery of content by the learner. Therefore, strategies in higher education are a determining factor in achieving good academic performance. The present study aims to define the learning strategies in university students according to some factors, as well as to determine the existing relationships between the course and academic performance. A descriptive, cross- sectional and ex post facto study was carried out with a national sample of 2736 students. The IBM SPSS (R) 23.0 software is used for data analysis. As results, it was observed that scholarship students obtained a higher value in learning strategies, using the Motivation and Learning Strategies Scale- - Short Form (MLSQ-SF). Likewise, in the face-to-face mode there is a better development in the value of the task and anxiety, while in the online mode a higher value has been obtained in the strategies of content development, meta-cognition and self-regulation of effort, being these last two are the same for blended learning. Finally, an inverse relationship was obtained between age and grade with learning strategies.