Abstract
Undergraduate training continues to be a challenge to train entrepreneurial specialists with research-oriented attitudes. Depending on the level of func-tional development of the brain, the level of learning will be different in re-lation to chronological age. The ACRA learning strategies scales (Román & Gallego, 2001) allow verifying the frequency, type of strategy and specific technique used by students, the coding strategies being the most important for effective performance throughout life; although there is an abbreviated and validated version of this scale applicable only at the university level by De la Fuente and Justicia (2003); In the study, the 2001 version of Román & Gallego is applied to analyze, according to age, the correspondence between the learning strategies used by the students with their academic performance, as well as to verify if there is a difference by gender, during a period of three years . Technical sheets and final grades of the students were also ap-plied; a multiple linear regression analysis; it is a mixed type investigation. It is observed that the Coding strategies are not used very frequently. In Aca-demic Performance (AR), only 7.85% of the students obtained a final score of 14 or more, the use score coinciding with scales that measure the same learning strategies. The type of strategies and the age (18-19 years) registered influence the RA and only the Acquisition strategies show a slight relation-ship with the RA. There is no gender relationship.
Highlights
The first stage of university education is fundamental in the adolescent's life; it runs between childhood and adulthood, it is a stage of change, growth and imbalance [3], the passage from education to higher education level makes the student develop a cognitive maturation that allows him to achieve learning strategies for better academic performance
After having applied the ACRA scales to the selected sample, the result regarding the frequency of use of learning strategies was as follows: in relation to the learning strategy most used by students, the support strategy predominates, with 34.03% and 30.37%; followed by the recovery strategy with 11.51%, the others vary between zero (0) and seven (7) percent; As can be seen in table 6
The results show that the majority of students have a satisfactory level of autonomous learning, with development potential, if considered in the curricular design of the institution, in accordance with [13] that only an effective curricular design leads to experiences of highquality student-centered learning and with [14] who mention the importance of the selection of the best analytical tools by the University organization
Summary
The first stage of university education is fundamental in the adolescent's life; it runs between childhood and adulthood, it is a stage of change, growth and imbalance [3], the passage from education to higher education level makes the student develop a cognitive maturation that allows him to achieve learning strategies for better academic performance. In the undergraduate university training stage, it is necessary for the student to learn to select information based on previous knowledge, making use of strategies that allow them to improve the level of learning [6], even when the programs are taught in a learning environment that supports students' reasoning skills believed to be supported by game-based learning [7]. According to results of the frequency of use of learning strategies, [10], in their study of a cross-sectional and correlational quantitative approach, on learning styles and strategies to Health Sciences students applied the ACRA scales of learning strategies by [2] adapted from [1]; 295 students between 16 and 24 years of age
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