Los Estilos de aprendizaje bajo un modelo de programación neurolingüística y rendimiento académico en estudiantes universitarios

The research was made at the Universidad Nacional Agraria la Molina of Peru, with students who took General Statistic course in the 2019-1 semester. The purpose of the research was to identify the learning styles and to verify if there are significant differences in the academic performance existed according to predominant learning style, the work had a descriptive correlational scope, the Neurolinguistic Programming Model by Grinder and Bandler (1979) was taken as reference, where the instrument was the Learning Style Test PNL or VAK Model of 40 items, while to measure the academic performance the notes of the students were requested to the study unit. Verifying that generally the proportions of 40%, 30% and 30% are expected for the visual, auditory and kinesthetic perceptions respectively, it was also verified by means of the Kruskal-Wallis test, that the academic performance in the general statistics course does not differ according to the predominant learning style of the student (p.=0.498), we concluded affirming that discovering the predominant learning style allows us to know the type of student we have in the classroom, which gives us a diagnosis of the strengths and weaknesses of the students. In addition, teaching strategies can be incorporated in our class to match the teaching of specific tasks, which will be useful and beneficial to the students, consequently, it will improve the academic performance of the students.