Learning styles and comprehension of lyric text in middle school: a study in 9th grade

Abstract

The identification of the difficulties and learning styles of the students is a relevant topic that should be included in the planning of the educational act, this action will allow the implementation of strategies adequate to the learning needs. This paper presents the results of the analysis of the learning process of the lyrical text of the 9th grade students of the Rafaela Herrera School in the municipality of Masaya. We worked under the interpretative paradigm, the qualitative approach and the phenomenological type of research. The population was students, teachers who attended the process of teaching and learning of language and literature. The sample consisted of 39 students, 3 teachers and the 9th grade curriculum, selected by convenience. For the collection of information, a diagnostic test, an interview guide, the test on learning styles proposed by Kolb and a checklist were applied. The most relevant results focus on the two main actors of the teaching-learning process: the students, who present difficulties in learning lyrical texts, and the identification of their learning style. It is important for teachers to have scientific knowledge of learning styles because it will allow them to implement strategies contextualized to the learning style of their students.