The Importance of Knowledge of Study Techniques and Their Impact on Academic Performance

Abstract

Objective: The main objective of the research is to identify the role of knowledge about study techniques and its impact on the academic performance of students of the Academic Unit of Accounting and Administration (UACYA) at the Autonomous University of Nayarit (UAN). With the results obtained, it will be possible to demonstrate the importance of training them in this subject and make proposals for improvement. Achieving benefits for the student, being a conscious and responsible subject of their cognitive processes and the construction of their knowledge. Theoretical Framework: The conceptualization of meaningful learning is presented, from its precursor David Ausubel (1969), in which the individual is the constructor of his own knowledge, relating the concepts to be learned and with the information he already possesses. Achieving this, the guideline is given to obtain self-regulated learning, where learners are able to plan, control and direct their own learning, through metacognitive, motivational and behavioral processes. Supported by the use of strategies of study habits and techniques that allow them to meet their objectives and impacting their academic performance. Method: A non-experimental design was used, since there was no control with the variables under study, and it was also of a transectional correlational type, since the correlations between the factors under study were analyzed. The students analyzed were those who were found in the facilities of the Academic Unit of Accounting and Administration, so the type of sampling was of convenience, achieving a sample of 328 students. To analyze the correlations, the exploratory and confirmatory factor analysis was used, where first a divergent and convergent analysis was performed, then the reliability analysis, and once the instrument was validated, the exploratory factor analysis was performed, which used the AMOS (Analysis of Moment Structures) software for the confirmatory analysis and adequacy of the model. Results and Discussion: When applying the factor analysis, it was found that the variables were correctly grouped in three components, with a result of 56.478% of the total variance, being acceptable for the social studies, subsequently the KMO test was 0.799 and Bartlett's sphericity was less than .001, confirming the analysis. After elimination of items (p3 and p4) in the Confirmatory Factor Analysis, the fit indices complied with the acceptable values of CFI and RMSEA, obtaining a final adjusted and valid model, i.e. three consistent and relevant dimensions for future research. Research Implications: The practical and theoretical implications of this study highlight the importance of seeking strategies to generate in higher level learners the knowledge about study habits and techniques, which will lead them to be able to manage their own knowledge, and therefore fulfill their academic objectives. At the same time to seek to promote further educational research on issues related to meaningful and self-regulated learning. Originality/Value: This study contributes to the literature by demonstrating the importance of understanding the study habits and techniques of higher education students, and how their application in the learning process impacts academic performance. It sets the guideline for higher education institutions to develop in their students the ability to manage their own knowledge.