Learning styles and academic achievement in students of Pedagogy of Basic Education (primary) in a public university in Chile

A correlational quantitative and descriptive study was carried out, aimed to identify learning styles and teaching strategies used by professors, in a sample of student of pedagogy from a Chilean university, relating learning styles to its academic performance. A sample of 71 students in a first degree in the career of General Basic Education (primary) of the Universidad del Bio-Bio (Chile). The results show a predominance of reflective learning style, and a predominance of teaching strategies of teachers based on exposure, so there is a level of positive and significant, although fairly low, between academic performance and theoretical learning styles (r = 0.291) and reflective (r = 0.237).