IMPACT OF VIRTUAL TEACHING ON THE ACADEMIC PERFORMANCE OF STATISTICS STUDENTS WITH DIFFERENT VAK LEARNING STYLES

Using the VAK test, the learning styles of the students who took the Statistics course at UNIANDES-Santo Domingo were identified to evaluate the impact of the virtual teaching model on academic performance. The sample groups were administration, accounting and software students, giving n = 43. The mean score was 8.17 +/- 0.94, CI95% visual: 7.6 < mu <8.7, auditive: 7.7 < mu <9.0, kinesthetic: 7.6 <mu <8.9, visual-auditive and visual-kinesthetic: 5.5 <mu <10.1. The ANOVA did not detect significant differences (p>0.05) between the mean scores of the groups. It is concluded that the majority of students, regardless of their VAK style, achieved mastery of learning under a completely virtual modality, breaking old paradigm of a model of cold and demotivating scenarios and that requires a high degree of planning.