Learning Styles and Mathematics Achievement Among Food Engineering Students
DOI:
https://doi.org/10.5281/zenodo.18250291Keywords:
Learning styles, academic performance, mathematics, Higher education, food engineeringAbstract
Low performance in mathematics remains a critical challenge in engineering education across Latin America, particularly during the early stages of undergraduate training. Previous research has identified learning styles as relevant variables that influence how students acquire and apply mathematical knowledge. This study aimed to examine the relationship between learning styles—based on the CHAEA model—and mathematics performance among students in the Food Engineering program at a Mexican technological university. A quantitative, non-experimental, cross-sectional, and correlational design was employed. A total of 138 students completed the CHAEA questionnaire and submitted their final grades in mathematics-related courses. Statistical analysis included normality tests, Spearman correlation coefficients, and quartile-based comparisons. Results showed a weak but non-significant positive correlation between the active style and academic performance (ρ = 0.147; p = 0.088), while other styles showed no meaningful associations. Quartile analysis suggested that students with a high level of the active style tend to perform better in mathematics. Although learning styles were not direct predictors of academic achievement, their alignment with active and participatory teaching strategies may enhance learning outcomes. It is recommended that institutions systematically assess students’ learning style profiles and adopt mixed teaching strategies that balance active and reflective elements. This study contributes empirical evidence to support inclusive instructional design in higher education, particularly within engineering disciplines.
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