The Relationship between Learning Styles and Academic Performance among Agricultural Engineering Majors at the Central University of Ecuador

The purpose of this study is to gauge how learning styles influence academic student performance. The research method used was descriptive and correlational. The questionnaire used to assess learning styles was first proposed by Cabrera (2004) in his doctoral thesis. Agricultural Engineering students were asked to complete the survey during the first semester. The sample was calculated using a 95% confidence interval as a minimum with a 5% margin of error as a maximum. The sample population included 90 students, 69 of whom met the sample group criteria. Academic student performance was based on university records. The Chi Square Test of Independence was used to determine the relationship among the variables. The results of the variables had a significant p value for all cases that was higher than 0.05, reflecting that there is independence among the courses whether they were in the Pure Sciences or not.