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This paper describes the main features about the concept of Learning Styles, highlighting contributions of the main models that define this concept; it shows the role of learning styles over academic performance focusing it towards the university population, which underlines the importance of the different styles used in the learning process, student's autonomy and the contributions to this learning process, which implies the understanding of how the student learns, this work also considers similarities and differences on the results of the research about Learning styles and its connection to the academic performance. [ABSTRACT FROM AUTHOR]

This research paper presents a study aimed to determine the relationship between learning styles and strategies in the Universidad de Sucre (Colombia) Health Science students. The learning style preference was identified using the Scale Learning Strategies for College Students (ACRA De la Fuente and Justicia-Justicia). The relation between variables was observed with the Pearson coefficient of interrelation (significancia p:0.05). Results showed independence between learning styles and learning strategies within this career. No direct correlation was found between a style and any specific strategy. [ABSTRACT FROM AUTHOR]

This paper expresses part of the results of the investigation project (CIUNTR-401) "A pending matter: studies on the impact of the training model in Biology (joint UNT-Middle school) in the university students' academic performance. Part II". The goal of this study is to learn about the most frequent motivations and learning strategies of the first-year Odontology students. The instrument used to gather data is the Study and Learning Processes Evaluation Questionnaire. It was used individually and collectively in 98 voluntary students. The analysis of the results makes possible to evaluate the learning approaches adopted by a university student in his or hers study process. We found the predominance of students with a superficial approach (57/98) that show themselves to be extrinsically motivated; that nevertheless use both memory and comprehension learning strategies. A 25% of the students adopt a profound approach and 9% fit in neither of the mentioned categories. These learning characteristics provides us with important keys to understand the peculiarities of the academic learning of the students in question. The results suggest the need of continuing our studies in this line of research. [ABSTRACT FROM AUTHOR]