LEARNING STRATEGIES AND ITS RELATIONSHIP TO ACADEMIC PERFORMANCE IN STUDENTS PHYSICS I OF THE FACULTY OF ENGINEERING OF THE UNIVERSITY OF ZULIA

The main objective of this research was, to evaluate the relationship between the uses of learning strategies with the academic achievement in students of Physics I of the Faculty of Engineering of the University of Zulia (LUZ). All of the above through a holistic and integrated approach to the various theories that revolve around learning, such as autopoiesis, behaviorism, constructivism, cognitivism, and general systems theory. Under the deductive rationalist approach -explanatory and evaluative, with a non-experimental design, transactional field type. The study population consisted of six hundred students (600) of Physics I. The sampling was kind cluster and it consisted of seventy-seven (77) subjects. The data collection technique used was the survey, and like instrument was used the questionnaire that consisted of 28 items of multiple-choice type Likert. The validation of the instrument was carried out of the three forms that were recommended: content, criterion and construct. With regard to reliability, this was determined by the Cronbach Alpha coefficient yield a value of 0.818. The analysis of the results was performed with the support of descriptive and inferential statistics and using SPSS software. The type of relationship between the variables under study by the technique of contingency tables and the Chi-square test was established. It is concluded that learners make poor and inappropriate use of learning strategies, which was confirmed to correlate with academic performance, materialized in the criteria established. This demonstrates the need for changes in the university educational event to promote learner autonomy, using: metacognition, self-awareness, self-regulation and self-learning.