Abstract:

In the course of 2022/23, a Research Based Learning (RBL) experience was carried out with the evaluation of the learning styles of the students. The learning styles of the students were assessed according to the model of Honey and Mumford where four styles are defined: Activist, Theorist, Pragmatist and Reflector. The aim of the experience was to assess the influence of the learning style of the students in the academic performance in a RBL activity and to analyse that influence in the opinion of students about RBL. Students who showed a higher preference for the Theorist and Reflector learning styles obtained better grades in the activity of Research Based Learning. Conversely, students with a higher preference for Activist learning style scored lower in that activity. There was a negative correlation between the preference for the Activist style and the score obtained in the RBL activity. Besides, there was also a negative correlation between this learning style and the consideration of the activity as useful and formative. Also, there was a positive correlation between the Activist style and the consideration of a high workload invested in the activity.

Keywords:

Learning styles, research based learning, engineering, technology, agriculture.