Learning styles and academic performance from the cognitive, procedural and attitudinal dimensions

The article presents an educational investigation whose main objective is to assess the degree of correlation between learning styles and academic performance in cognitive, procedural and attitudinal dimensions in the subjects of the areas of mathematics, science natural, humanities and technology and information technology of tenth grade students from three district educational institutions in the city of Bogota, proposing educational strategies that contribute to the teaching-learning process. The methodological design adopts the quantitative approach, contemplating a non-experimental, transectional design, treating the quantitative data from a descriptive, correlational and differential analysis. There was a population of 495 students belonging to the different school days in the three District Educational Institutions. The results of the quantitative analysis developed show 63 significant relationships and implications, in varying degrees, of the 84 possible crossings of variables from correlation and differential analysis, taking into account learning styles and academic performance in the subjects of the areas investigated, becoming an input for the design and development of didactic strategies that take into account learning styles for the benefit of academic performance, as well as in the design of lines of action for the development of strategies proposed by learning style.