Estrategias de aprendizaje en estudiantes más capaces

Abstract

The aim of this project is to prove whether subjects with high intellectual ability make better use of learning strategies than students with average ability. The first group, made up of ten more-able secondary students, obtained scores above 90 percent on two intelligence tests (the Factor “g” and the STAT) as well as higher academic performance in verbal and math areas. The results show that statistically significant differences exist in favor of the group of more-able students in some of, but not all, the strategies tested. The more-able students made better use of the strategies relating mainly to information retrieval: testing what is learned and verifying their responses, strategies of evaluation relative to the connection of new knowledge to prior knowledge, and the search for more information to combine with that which they already have. However, significant differences do not appear in the strategies of acquisition and codification of information, such as information selection, organization of content, and information analysis.