Students learning styles strategies: A validation process

On the basis the dissemination of the use of learning styles, several recommendations have been published on the use of certain strategies, which could be used in teaching-learning process without a way of measuring instrument that allows their study. Thus, the objective of the research was to validate an instrument of learning strategies based on theoretical, reflexive, pragmatic and active styles, through criterion and construct validations, as weel as it´s psychometric correction. The criterion validations process was carried out by judges who were researchers that recommended the use of specific learning strategies for each style. The construct validation processs was performed by analyzing the concepts of learning styles by Alonso, Gallego & Honey (2007) in order to identify their congruence with the suggested strategies. The instrument was answered by 116 college students. The overall reliability obtained was 0.95. The reliability for the active style was 0.79, for the theoretical 0.85, for the reflexive 0.87 and for the pragmatic of 0.88. The measuring capacity for research on learning styles and strategies, as well as their difussion, are discussed. The results are also discussed on the topic of educational practice, due the recommendations about learning strategies should be based on verificable knowledge and on evidence that explain how are linked the strategies and the learning processes. A partir de los estilos de aprendizaje se han publicado recomendaciones sobre el uso de ciertas estrategias para los procesos de enseñanza aprendizaje, sin que su funcionamiento haya sido puesto a prueba, en tanto no existe un instrumento que permita su estudio. El objetivo de la investigación fue validar un instrumento de estrategias de aprendizaje basado en los estilos teórico, reflexivo, pragmático y activo, mediante procedimientos de validación de criterio, de constructo, y su corrección psicométrica. La validación por jueces la realizaron investigadores que recomiendan el uso de estrategias de aprendizaje específicas para cada estilo. La validación de constructo se realizó mediante el análisis de los conceptos de estilos de aprendizaje de Alonso, Gallego y Honey (2007), para identificar su congruencia con las estrategias sugeridas. Para identificar el nivel de confiablidad del instrumento, se hizo su aplicación a 116 estudiantes universitarios. Se obtuvo una confiabilidad general de 0.95. La confiablidad por factor fue para el estilo activo 0.79, para el t