Sensory preferences and its incidence on academic performance

Abstract

In recent years, didactics has been adapting to the learning styles of students and neuroscience has become a discipline that provides a large amount of information about the functioning of the brain, its implications for the construction of knowledge and the importance of considering the cognitive, affective and social aspects immersed in the learning process. The main purpose of the research was to know the relationship that exists between the neurodidactic strategies of the teacher with the satisfaction and academic performance of the students. Regarding the types of neurodidactic strategies, it has been found that the evaluated teachers use methodological strategies more frequently. However, it has been observed that socio-emotional strategies have a higher correlation coefficient with satisfaction, compared to other types of strategies.