| The relationship between the styles of learning, the varieties of Bachillerato (non compulsory secondary education and academic fulfilment are studied in this Ph.D. Thesis aiming to establish the psychological and structural bases for a future individualized action in orientation and tutoring from the perspective of the learning styles.;In the bibliographical review we analyse the concept differences among the learning strategies, cognitive styles and learning styles, also studying the connection between learning and teaching styles and the pairing between them, as well as the relationship between these styles and the orientation. In the chapter dedicated to bachilleratos we do a review of the proceedings of the LOGSE (reform law) in our country, showing several comparative charts and schemes of its development in the Spanish nation and its autonomic communities and the European community, paying attention to its differences and similarities in contents, duration and requirements to finish the different stages. The theme of results have been studied from two different perspectives: relationship with failure and evaluation and the diversity of factors related to it. The Styles of learning are placed among personal factors and learning strategies.;In the second part of the investigation, we have made a statistic analysis of the different relationships among learning styles, diagnostic in the questionnaire Honey-Alone about learning styles, Varieties of Bachillerato and the academic results fulfilled. From the results, in figures and graphics we can confirm the existence of a learning profile in each learning stage, taking as a base the comparison established between the university students learning styles (Alonso 1992) and the bachiller students of La Rioja, paying attention to three of the four styles. It also confirms that the pupils that prefer the theoretical-reflexive method achieve a better academic results.;Finally, the proposal of pedagogical intervention is dedicated to easy the work of tutors, to give general suggestions for the diagnosis of learning styles and the creation of a tutored frame of thinking, individually or in small groups, to make the pupils think about their own way of learning according to their social and academic environment, not only related to marks but to a wider range of learning resources. |
