scope was carried out, the population refers to 11 students of the

seventh grade of the Fidel de Montclar Educational Institution. The

results showed that 100% of the students and 50% of the teachers

have a kinesthetic learning style. The study habits showed that 45%

have great empathy for study, but 72% do not have an adequate

physical environment to study, 36% do not have any study habits,

63%, in spite of not being organized, do comply with their

Teniendo en cuenta que los seres humanos tienen diversos canales

de percepción para representar mentalmente la información que llega

desde el exterior a su cerebro y cada una de las personas lo hará por

la vía que más desarrollada tenga, el objetivo de la investigación es

identificar la relación entre estilos de aprendizaje, hábitos de estudio

y rendimiento académico. Se realizó una investigación cuantitativa,

de alcance correlacional-explicativo, la población, refiere 11

estudiantes del grado séptimo de la Institución Educativa Fidel de

con la entrega de sus deberes. El rendimiento académico demostró

que el 63 % de los estudiantes tiene un promedio básico, el 18% un

promedio alto, 18% un promedio bajo, llegando a la conclusión que

tanto el estilo de aprendizaje como los hábitos de estudio influye en

el rendimiento académico de los estudiantes.

Estrategia de enseñanza, Rendimiento académico.

González, (2011), states that: learning styles can be copied, that is,

learning is a topic that is currently very little studied. In general, the

processes related to learning are studied independently and no

interrelationships are established between them. Today, when

learning to learn is one of the demands of the context, it is necessary

to diagnose the learning styles of students, which can more clearly

guide the development of autonomy. Based on theoretical precepts

and experiences (González, 2011).

Each student receives the information provided by the way he

prefers, and will express it according to different factors, such as his

style, his sensory and cerebral dominance, but it is not known if the

they have a very different style among them. The Neurolinguistic

Programming Model of Bandler and Grinder, according to the

manual of learning styles proposed by the Secretary of Public

Education (2004), this model, also called visual-auditory-kinesthetic

(VAK), takes into account that we have three major systems to

mentally represent information, the visual, auditory and kinesthetic:

We use the visual representation system whenever we remember

abstract (such as letters and numbers) and concrete images. The

auditory representation system is the one that allows us to hear in our

mind voices, sounds, music. When we remember a melody or a

what we feel when we listen to a song, we are using the kinesthetic

image of the different items of clothing and mentally "see" how they

acquired" (Escalante et al., 2008, p.2). Authors such as Escalante et

al. (2008) state that study habits, techniques for researching,

understanding or learning, organizing material, taking notes,

space and its characteristics. Thirdly, study strategies: how the

individual learns, involving will, motivation and psychological

isolation; and finally, study capacity: mental operations such as

and of the most effective strategies to achieve it, authors such as

Parra et al. (2011) quote Herrera and Lorenzo (2009), who assert that

for a student to build knowledge, he or she must have autonomous

learning since childhood, as well as learning strategies and time

Ortiz (2008) assert that it is the teacher who is responsible for

for academic quality. Academic performance is "the set of effective

ratios obtained by the individual in certain academic activities, as a

response to a process of instruction or training interpretable

according to previously set educational objectives or purposes"

(Pizarro (1985) and Novaez (1986), cited by Velásquez et al., 2008).

influence academic performance. First, personal variables such as

context. Sometimes only the relationship between two variables is

analyzed, but frequently links between three, four or more variables

are found in the study, in this case with three variables: learning

style, study habits and academic performance, which are worked

there is an experimental group in which "the dependent variable" has

been manipulated, but there is no control group or "input" or "before"

measurements in the group that is the object of the program.

Table 2 shows that 20% of the teachers use a bimodal style for their

teaching-learning process, between reading-writing and kinesthetic.

Fifty percent prefer the kinesthetic style, 20% use the auditory style,

and there is little preference for the visual style.

In general, the average of students and teachers with visual style is

used by students and thus identify possible problems in terms of

shows1 the data obtained from the H.E.M.A. test on Study Habits

environmental factors to study, 72% do not have a physical and

environmental environment conducive to study, with a total average

of 3.91 students. The same happens with the study methods, it is

observed that only 36% practice some study methods, another 36%

use them moderately with a mode of 3,91.

On the other hand, the physical and emotional health that can

influence attitudes and motivations to study, 45% of the students

present good emotional and physical behaviors, compared to 36%

that present less empathy to study, with a mean of 4.91 and a median

of 5. This coincides with the motivation to learn, where 45% of the

are lowly motivated, with a mean of 4.45.

organized, but still comply with their activities, and only 18% are

documentation, it can be observed that the majority of students are

not concerned about searching for information individually to

improve their knowledge on the topics studied, with an average of

0.18. The same happens with the verbal and written attitudes when

it comes to transmitting correctly what has been learned, the average

is 0.73, only 9% of the students have the ability to transmit their

knowledge,

These results show that as long as there are no study habits, academic

performance will not be able to surpass the basic level.

For the third specific objective, which is to establish relationships

into consideration. The report of the number of subjects with low,

mandatory areas, it is necessary to have a basic performance, which

Andrés Bello, 2014)

research in neurophysiology and psychology has resulted in a new

approach to how human beings learn: there is not only one way to

learn, each person has a particular way or style to establish a

relationship with the world and therefore to learn. With respect to

this approach, different models have been developed that

approximate a classification of these different ways of learning, so

we can confirm that the results of this research are in accordance

with these studies, and that all individuals, in any situation, act

differently with a different style of teaching and learning, this taking

into account that we are always in a constant learning, giving that its

In order to relate the findings of the current study with those of

coincides with the rest of the documentation studied as a stimulus to

pedagogical experiences. According to Velasco (2020), "teachers

should know and include the different VAK learning styles in their

teaching work, in order to teach in a specialized way and based on

the needs and interests of infants, in order to enhance their

capabilities, while promoting meaningful learning in early

education". Thus, the objective observed in most of the literature was

to establish the positive relationship of the VAK method for the

promotion of didactic strategies in early education.

Although it can also be presented, that some research such as the one

conducted by Hidalgo, A. (2017), denies the existence of any

learning style.

In agreement with Bernal and Rodriguez (2017), for the student's

attitude, valued through study habits, these are a factor of direct

classrooms, laboratories, clinics and tutoring areas, therefore, all the

factors involved in study habits are important in academic

performance.

The most important aspects for the optimization of study time are

based on the elaboration of a personal study schedule, which also

considers the necessary rest time (per hour, day and week); and to

establish the practice of the same until it becomes a healthy study

habit.

It is agreed with Bernal and Rodríguez (2017), that students limit

themselves to comply with the minimum requirements demanded to

order to reproduce in a mechanical way. In such a way that learning

In conclusion, the influence of learning styles on the development of

present. Usually, the processes related to learning are studied

independently and no interrelationships are established between

them, but it is highlighted in this analysis and discussion of results,

that the variables of the different studies, reflected the significant

influence of the VAK Model and didactic strategies within the

teaching-learning process to promote an optimization of academic

performance in the child population.