Exploring the Relationship Between Mathematics Performance and Learn-ing Style Among Grade 8 Students

Abstract

This study explored the relationship between mathematics performance and learning styles among Grade 8 students in the Philippines. The study used a descriptive correlation research design to achieve its objectives, which included determining the profile of Grade 8 students, identifying their learning styles, and examining the relationship between mathematics performance and age, gender, and learning styles. The data was collected through an adapted questionnaire from David Kolb's learning style inventory. The findings revealed no significant relationship between learning styles and academic performance in mathematics. However, it is worth noting that the lack of a significant relationship does not necessarily mean that there is no relationship at all. Motivation, teacher quality, and cultural background may also influence mathematics performance. The findings suggest that educators should consider students' different learning styles when developing effective teaching strategies to enhance mathematics performance among Grade 8 students. This study contributes to the literature on mathematics education and has practical implications for educators seeking to enhance their students' mathematics performance.

Exploring Latent Class Profiles of Mathematics Performance among Filipino Students: Insights from PISA 2022 Using Growth Mindset Indicators and Group Comparison Analysis

“…These variables serve as substantial predictors, emphasizing the importance of effective teaching practices and adequate learning materials in promoting mathematics pro ciency. The same study by Froilan & Cutillas (2023) found that determining instructor quality impacts the mathematics performance of Filipino students. They suggest considering the diverse learning preferences of students when formulating instructional approaches.…”

“…Among student factors, their attitudes and perceptions towards mathematics play a crucial role in determining performance outcomes. While favorable study habits, attitudes, and learning methodologies among students have been associated with improved mathematics performance [1] , factors like learning preferences and drive do not necessarily correlate with academic achievement [9] .…”

“…A wide range of variables were examined, and these include teacher-related factors, socioeconomic backgrounds, student attitudes, and learning preferences. While some variables, such as pedagogical competencies and educational resources, emerge as signi cant predictors of mathematics achievement [22] , others, like learning preferences, may not have a direct impact on academic outcomes [9] .…”