Learning styles are different methods that students use to learn, influenced by different factors that modify this learning, such as motivation, study methods, and the student's attitude, among others. This work focuses on the learning styles and interests of the university student, the main objective is to identify the factors that affect the learning style and interests of higher education students in times of pandemic. The methodology was integrated from the research instrument that generated information for the explanation of this issue, its focus being quantitative, in addition to the theoretical value based on the integration of theories. The research was carried out with a sample of 1,412 higher education students. The instrument was designed considering 160 variables, 10 signal variables and 150 variables of learning styles and interests divided into several subdimensions, the STATISTIC program was used for statistical treatments based on frequencies, percentages, comparison and factorial analysis. Among the main research results it was found that women attend college because they have an interest in learning and preparing to successfully achieve their goals, and not just because of a college degree, unlike men. In addition, students are clear that experience is essential to develop the knowledge acquired, having a real experience of what the world of work is, venturing into them and at the same time being learning. The intervention proposal is to promote in the universities that from the first semesters or semesters the student is allowed to have a real experience in the labor field about his career.

The present research on Creativity: Learning Style or Didactic Strategy? It aims to identify the impact of Learning Styles and Didactic Strategies on Creativity. Teachers should resort to practices that make them obtain good results, projecting a quality training, this leads to being an active person, with social activities that make the student have a good and increasingly better participation in the process of teaching-learning, where it is capable of transmitting a discipline to overcome difficulties. (Márquez, 2005). Some items of the learning styles of the ILP-R questionnaire (SCHMECK) were used, from which the most relevant ones were selected since they could enrich the present study. The instrument that was applied presented a cronbach alpha of .85, the results were analyzed with the STATISTIC statistical package. The type of research is quantitative, the instrument was carried out in four sections, where the general data is found, and 3 research axes: Learning Styles, Didactic Strategy and Creativity. As main results it was found that Learning Styles and Didactic Strategies are considered to have an impact for the student to generate Creativity.

The general objective of the article was to relate the sport with the academic performance of the students of the Bachelor of Science, Education, and Humanities and of the Faculty of Engineering of the Autonomous University of Coahuila. It was a quantitative, cross-sectional, and correlational study. 80 subjects answered the survey, by means of a non-probabilistic sample for convenience. The central hypothesis was: There is a relationship between sport and academic performance. The working hypotheses: H1. There are significant differences between gender and the variables to be contrasted. H2. There are significant differences between the faculties and the variables to be contrasted. Statistical analyzes were performed: frequencies and percentages, comparative, correlation, and exploratory factorial. The contribution of the study lies in the fact that when the student body practices sports, it increases their concentration, makes it easier for them to integrate with their peers, improves their academic performance, and their studies, and allows them to prioritize their classes, which generates good evaluations. It can be said that, to the extent that the student community performs physical training, they improve their academic results and face situations positively as well as their emotions.

El objetivo general consistió en conocer la relación entre evaluación, educación y creatividad en estudiantes de la Escuela de Bachilleres Venustiano Carranza de la Universidad Autónoma de Coahuila. La metodología que se utilizó fue cuantitativa, que alude a la frecuencia relativa a partir del instrumento que contiene variables numéricas para procesarlas usando métodos estadísticos; cualitativa, que se ve reflejada en la integración de aportaciones y contribuciones de cada eje de la investigación; transeccional, puesto que es una investigación que recopila datos en un momento único; expositiva, ya que describe y explica lo que subyace en el fenómeno y correlacional e integracional, por definir las relaciones existentes y denota la relevancia entre los factores del fenómeno de estudio, por tales razones, se orienta al desarrollo original, ya que destaca estructuras subyacentes referentes a las temáticas. Las respuestas se alcanzaron con un instrumento de tipo numérico conformado por 158 variables en escala centesimal de razón. La muestra se integró por 150 sujetos, para ello, se empleó un muestro no probabilístico mediante la estrategia por conveniencia. Los análisis de los datos fueron: caracterización, correlación, comparación e integracional. Los principales hallazgos se desarrollaron a través del procesamiento estadístico factorial, del cual se desprende el paradigma propuesto que señala que la evaluación tiene un papel fundamental en la formación, la cual es necesaria para planificar de manera integral y cuidando promover aspectos cuantitativos y cualitativos, ya que estos buscan fortalecer la calidad educativa, así como la autenticidad del ser. Con ello se muestra un desarrollo pleno del individuo en actividades extracurriculares que impactan la calidad de vida y el medio ambiente. Las conclusiones destacadas indican que la educación en modalidad virtual es el eje central por el cual el estudiantado explota al máximo esplendor sus habilidades creativas; además, el cumplimiento de metas académicas del estudiantado reside en la aplicación de evaluaciones de carácter cuantitativo, que serán un pilar clave para fomentar una conducta responsable. Finalmente, la diversidad de enfoques pedagógicos en el diseño curricular coadyuva a la transformación del campo productivo, a partir de procesos educativos que detonen actitudes de reflexión.

The main objective of this article was to compare the perception that the college student has with the scholar learning barriers. The methodology that was used was the quantitative, observational, transversal, descriptive and comparative. The compilation of this info was carried out through an instrument with 11 learning barriers questions of the academic environment, with 320 surveys in phase 3 of the Covid-19 Pandemic, applied to the faculties of Ciencia, Educación y Humanidades, Sistemas, Ingeniería, Mercadotecnia and Jurisprudencia of the Universidad Autónoma of Coahuila, the method of sampling that was utilized was not probabilistic through the strategy of sampling for convenience. The statistical techniques that were applied were the descriptive through frequencies and percentages, comparative with Kruskal-wallis method for independent samples and Mann Whitney U for two independent samples. The contribution of the study lies in that the students from faculty de Sistemas differ from the ones of the faculties of Mercadotecnia, Educación, Ingeniería and jurisprudencia in that they consider in large extent that the educational and pedagogical practices during the hybrid modality for the COVID-19 Lockdown, has been a learning barrier.