Teaching strategy to enhance learning styles in language and literature among upper secondary student athletes
Keywords:
Teaching strategies, Learning styles, Language and Literature, Student-athletes.Abstract
Implementing teaching strategies adapted to learning styles enables the optimization of specific pedagogical processes. Evaluating the scope of an intervention program can help enhance academic performance. Therefore, the aim of this study was to demonstrate that implementing a program of teaching strategies improves learning styles in the language and literature curriculum area among high school student-athletes. A quasi-experimental design was used with two homogeneous independent samples (n=80), where the experimental group (n = 40) received a specialized intervention program, while the control group continued with its traditional teaching-learning process. The analysis showed that both groups (control and experimental) were homogeneous at the beginning of the study, with similar scores and no statistically significant differences (p > 0.80). The control group experienced slight improvements in the posttest, but these were not statistically significant (p > 0.05). In contrast, the experimental group showed significant improvements across all dimensions (p < 0.001), with average
increases ranging from 22 to 26 points and a predominance of positive ranks. Moreover, the Mann-Whitney U test for the posttest indicated statistically significant differences between the groups (p < 0.05). These results confirm the positive impact of the intervention program on the experimental group. The findings support the effectiveness of a structured and contextualized pedagogical strategy program tailored to the learning styles of student-athletes. This evidence highlights the importance of adapting language and literature instruction in high school through a flexible, inclusive, and relevant approach
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