Abstract
The study analyzed the relationship between learning styles and mathematical competencies in 210 students in the Mathematics and Computer Science Program at UNCP, using a correlational design and statistical analysis. The correlations between styles and competencies were low (r between -0.0365 and 0.0466), showing not a very significant relation. Although the concrete style predominated (M=4.21), the most developed competencies were ethical values (M=3.87) and academic autonomy (M=3.73), while problem solving obtained the lowest average (M=3.08). It was concluded that learning styles do not determine mathematical performance, and that academic success is more linked to active methodologies such as problem-based learning and the use of technologies. The study recommends rethinking pedagogical practices, prioritizing comprehensive, collaborative, and competency-oriented teaching approaches over exclusive adaptation to individual styles.
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Copyright (c) 2025 Alex Espinoza Espinoza, Jacqueline Jeanette Santos Julca