Learning Styles and Academic Achievement in College Students from Buenos Aires
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Learning styles analyze cognitive-intellectual aspects participating in every learning situation (Curry, 1983). The study describes the behavior of this concept in 300 college students of various degree courses (Biology, Industrial Engineering, Law, Nutrition, Psychology, and History of Art). Goals aimed at the analysis of learning styles according to personal and academic variables-gender, age, major and academic achievement, as well as the assessment of each style’s ability to predict the students’ achievement. Results showed a general medium preference for every style in students of every degree course. Pragmatist style was manifested in males and in younger students. Converging style was remarkable in Engineering, as well as Nutrition and Biology students, compared to Psychology and History of Art. Analyzing styles by academic achievement, significant differences in Assimilating and Converging types were verified in Biology high-achievers. Finally, academic achievement was explained by a regression model where every learning style participates as a predictor. Results are discussed on a theoretical basis as well as considering practical outcomes.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it