A CORRELATIONAL ANALYSIS ON LEARNING STYLE PREFERENCES AND MATHEMATICS PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS

Education

This study aimed to investigate the level of learning style preferences and mathematics performance of junior high school students. A quantitative-descriptive-correlational design was utilized in the study. Mean was used as statistical approach to get the level of learning style preferences in terms of the identified indicators – logical mathematical, kinesthetic, auditory, and visual. To test the significant relationship of the two variables, Pearson-r was employed as statistical. The results indicated that among all indicators of the learning style preferences, auditory got the highest mean while logical mathematical got the lowest. Also, it was found out that there was a significant relationship between learning style preferences and mathematics performance of students using the test scores results in mathematics. Additionally, these findings suggest that logical mathematical learning style should be given focus and emphasis to improve mathematics performance of the students. Moreover, among all the indicators of learning style preferences, it was found out that auditory does not predict Mathematical performance wherein visual, kinesthetic and logical mathematical do. On the other hand, other domains of learning style preferences such as visual, kinesthetic, and logical mathematical are predictors of mathematics performance. The study concluded that the assessing the learning style preferences of the students was helpful in attaining high performance in mathematics. Therefore, it was recommended that teachers should design differentiated lessons and activities which target varied learning style preferences of the students.

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