Characterizing cognitive learning preferences among first-year university students in Mexico City

Abstract

Introduction: Students develop cognitive preferences for learning. Empirical evidence suggests that the changes in educational modality brought about by the COVID-19 lockdowns have altered learning patterns. Consequently, a study aimed at optimizing academic processes is needed. General objective: To identify the cognitive learning preferences of first-year university students and examine their relationship with five variables: academic term (X₁), field of knowledge (X₂), reading speed (X₃), reading comprehension (X₄), and gender (X₅), before, during, and after the COVID-19 lockdowns. Method: Research was conducted between 2017 and 2024 at a university in Mexico City, involving 9,220 first-year students, (52,31 men and 47,69% women), from five fields of knowledge. The study followed a quantitative, non-experimental, and retrospective design with a correlational approach. The phenomenon was observed in its natural context without manipulating the variables. The instrument used was the Honey-Alonso Learning Styles Questionnaire. Results and Discussion: Students of all genders predominantly displayed a Reflective learning style across all fields of knowledge, with the Active style being the least prevalent. The Reflective-Theoretical combination was the most dominant learning style. Correlations between Y₁ and X₃, X₄ revealed higher scores among Reflective learners. Relationships between Y₁ and X₁, X₂ showed a predominance of the Reflective style before and during lockdowns. After returning to in-person learning, the Reflective-Theoretical association became more prominent. A decline in reading speed (X₃) and reading comprehension (X₄) was observed over time. Conclusion: The findings indicate that certain fields of knowledge tend to favor specific cognitive learning style; learning styles shifted in trend and pattern across both genders during the transition from in-person to virtual learning; and negative correlations were found between learning style and the reading-related variables during the study period.