LEARNING STYLES AS PREDICTOR OF MATHEMATICS ACHIEVEMENT

OF JUNIOR HIGH SCHOOL STUDENTS

Jericho C. Libres

Lyza Mae S. Lanos

Emmarie Iyen D. Malinao

Elijah Jonathan C. Mateo

A Basic Research Submitted to the Faculty of Teacher Education of the

Davao Oriental State University in Partial Fulfillment of the

Requirements for the Degree

BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS

June 20, 2024

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 Table of Contents
CONTENTS PAGE NUMBER
Title Page 1

Table of Contents 2

CHAPTER I - PROBLEM AND ITS

SETTING
Background of the Study 3
Statement of the Problem 6
Hypothesis 6
Review of Related Literature 7

Theoretical and Conceptual Framework 21

Significance of the Study 24

Definition of Terms 25

CHAPTER 2 - METHODOLOGY

Research Design 27

Research Respondents 28
Research Instruments 31

Data Gathering Procedure 33

Research Instrument 35

Research questionnaire 36
References 41

Chapter 1

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 PROBLEM AND ITS SETTING

Background of the Study

Mathematical achievement, particularly as measured by grades, serves

as a crucial indicator of students' understanding and proficiency in

mathematics. Grades in mathematics are not only reflective of students'

knowledge and skills but also play a pivotal role in shaping their academic

trajectories and future opportunities (Ormrod, 2012). Given the importance of

mathematics in various fields and everyday life, understanding the factors that

influence mathematical grades is essential for educators, policymakers, and

researchers aiming to improve educational outcomes (NCTM, 2000).

International studies, such as those conducted by the Organisation for

Economic Co-operation and Development (OECD), highlight wide disparities

in math proficiency. High-performing countries such as Singapore, Hong

Kong, and Japan consistently achieve top grades due to effective teaching

methods, rigorous curricula, and a strong emphasis on problem-solving skills

(OECD, 2018). Conversely, the report underscores the challenges faced by

lower-performing regions, attributing their struggles to factors like

socioeconomic inequalities, inadequate teacher training, and limited access to

educational resources (OECD, 2019). Furthermore, countries with higher

student achievement in mathematics often have teachers who engage in

professional development, use diverse instructional strategies, and foster

positive classroom environments. Additionally, parental support and

involvement in their children's education, such as discussing school activities

and encouraging academic aspirations, significantly correlate with better

student performance (OECD, 2020).

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 In the Philippines, a study by Salimaco Jr. (2020) investigated the

mathematics achievement of senior high school students in Davao City,

revealing the impact of study habits and anxiety on academic performance.

Additionally, Autida (2021) explored the relationship between self-efficacy and

academic performance among college students in Davao City. Gumban

(2021) examined the effectiveness of integrating problem-based learning

strategies to enhance students' motivation in conducting scientific research in

the Davao region. A meta-analysis by Callaman and Itaas (2020) synthesized

research on students' mathematics achievement in the Mindanao context,

highlighting predictors such as mathematical skills, attitude, and self-efficacy,

with variations observed based on school type.

In the Davao region and Davao Oriental, several studies have

contributed to understanding factors affecting mathematics achievement.

Salimaco Jr. (2020) investigated the mathematics achievement of senior high

school students in Davao City, revealing the impact of study habits and

anxiety on academic performance. Autida (2021) explored the relationship

between self-efficacy and academic performance among college students in

Davao City. Gumban (2021) examined the effectiveness of integrating

problem-based learning strategies to enhance students' motivation in

conducting scientific research in the Davao region. Additionally, a meta-

analysis by Callaman and Itaas (2020) synthesized research on students'

mathematics achievement in the Mindanao context, highlighting predictors

such as mathematical skills, attitude, and self-efficacy, with variations

observed based on school type.

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 Despite numerous studies on academic success, the specific impact of

different learning styles on math grades remains underexplored. Most

research looks at overall performance rather than how different learning styles

impact specific aspects of math learning, such as problem-solving or

conceptual understanding (Kolb, 1984).

Studying learning styles as predictors of mathematics achievement is

essential for personalizing education and improving student outcomes (Felder

& Silverman, 1988). Understanding how different learning styles correlate with

math performance allows educators to tailor their teaching methods to better

suit individual students' needs. This professionalization can enhance student

engagement, comprehension, and overall achievement in mathematics (Dunn

& Dunn, 1992). Moreover, it helps identify effective teaching practices that can

be widely adopted to improve educational outcomes and address the

challenges faced by students struggling with traditional teaching methods

(Gardner, 1983).

Additionally, such research contributes significantly to the broader field

of educational studies, offering insights that can influence educational policy

and practice (Marzano, 2007). It also aids schools in optimizing resource

allocation by focusing on developing programs that cater to diverse learning

styles. Furthermore, by fostering student self-awareness regarding their

learning preferences, students can adopt more effective study habits and

strategies, leading to increased motivation and higher academic performance

in mathematics (Zhang & Sternberg, 2005). Overall, this research holds the

potential to enhance teaching and learning practices, ultimately aiming to

boost student success in mathematics.

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Statement of the Problem

The main purpose of this study is to determine whether learning styles

predict the mathematics achievement of junior high school students.

Specifically, this study will answer the following questions:

1. What is the level of learning styles of junior high school students in

terms of:

1.1 activist;

1.2 theorist;

1.3 reflector; and

1.4 pragmatist?

2. What is the level of mathematics achievement of junior high school

students in terms of grades?

3. Is there a significant relationship between learning styles and

mathematics achievement of junior high school students?

4. Does learning styles predict the mathematics achievement of junior

high school students?

Hypothesis

The following hypotheses will be tested at 0.05 level of significance:

1. There is no significant relationship between learning styles

and mathematics achievement of junior high school students.

2. Learning styles does not predict the mathematics

achievement of junior high school students.

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Review of Related Literature

This section of the study contains literature on learning styles and

mathematics achievement and other scholarly peer – reviewed resources

that are relevant and necessary for a better understanding of the variables

and context of the study.

This review of related literature explores the intricate relationship

between learning styles and mathematics achievement, synthesizing insights

from various scholarly sources. The exploration begins with an examination of

learning styles, encompassing the innate patterns through which individuals

assimilate knowledge. Building upon this foundation, the review delves into

the realm of mathematics achievement, highlighting the critical role of

intervention programs and diverse learning techniques in enhancing students'

mathematical proficiency. Additionally, the review discusses the implications of

learning styles for pedagogical practice, emphasizing the importance of

accommodating diverse modalities to create inclusive learning environments

conducive to academic excellence. By integrating evidence-based strategies,

educators can empower students to excel academically and contribute

meaningfully to society.

Mathematics Achievement

Understanding mathematics achievement primarily revolves around

assessing students' performance in mathematics grades, influenced by a

multitude of interconnected factors. It emphasize the critical role of

intervention programs in not only predicting but also enhancing students'

mathematical success, ultimately reflected in their grades. Tailored

interventions are paramount to address individual needs effectively, thereby

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directly impacting students' performance in mathematics assessments.

However, the efficacy of these interventions must be rigorously evaluated to

ensure sustained improvements in students' grades over time (Atetwe et al.,

2018).

Similarly, shed light on the efficacy of diverse learning techniques in

augmenting students' mathematics proficiency, ultimately translating into

improved grades. Aligning pedagogical strategies with students' preferences

and learning styles is crucial in fostering a deeper understanding of

mathematical concepts, leading to higher grades. Nonetheless, educators

must navigate challenges in implementing these techniques and continuously

evaluate and adapt them to enhance students' performance in mathematics

assessments (Bosman and Schulze, 2018).

Moreover, Kemendikbud's (2019) highlighting of persistently low

performance in mathematics directly correlates with students' grades,

signaling the urgent need for targeted interventions and innovative

pedagogical approaches to improve academic outcomes. Understanding the

root causes of low math achievement is essential in developing effective

strategies to elevate students' grades in mathematics assessments. Exploring

diverse perspectives enriches the discourse and informs holistic approaches

aimed at enhancing students' overall performance in mathematics grades.

Furthermore, Schulze & Bosman (2018) underscore the intrinsic link

between mathematical achievement and economic growth, emphasizing the

broader societal and economic implications of improving students' grades in

mathematics. Academic success, reflected in grades, directly influences

students' future prospects and contributes to economic prosperity. However,

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addressing disparities in math achievement requires a critical examination of

underlying assumptions and the adoption of strategies to promote equitable

access to quality mathematics education, ultimately leading to improved

grades for all students.

Exploring predictive characteristics for students' mathematical success

is crucial for improving grades in mathematics. The importance of identifying

these traits early on to inform targeted intervention programs. Such programs

can address specific challenges students face in mastering mathematical

concepts, thereby boosting their confidence and overall achievement in the

subject. By tailoring interventions to individual characteristics associated with

mathematical proficiency, educators can effectively support students in

overcoming academic hurdles and improving their grades in mathematics

(Atetwe et al., 2018).

Understanding the correlation between learning techniques and

mathematical proficiency is essential for enhancing grades in mathematics.

The significance of students recognizing their learning styles to optimize their

learning experiences. This understanding enables educators to tailor

instructional methods to suit students' preferences, leading to deeper

comprehension and retention of mathematical concepts. By aligning teaching

strategies with students' learning styles, educators can create a more

conducive learning environment that fosters academic success and improved

grades in mathematics (Bosman and Schulze, 2018).

The challenges highlighted by PISA 2018 data underscore the urgent

need to elevate standards in mathematics education, thereby improving

grades in the subject. Examination of this data emphasizes the importance of

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innovative teaching methodologies and initiatives to foster excellence in

mathematics. By implementing effective educational strategies, educators can

empower students to achieve higher grades in mathematics and better

prepare them for future academic and professional endeavors

(Kemendikbud's, 2019).

Self-assurance plays a critical role in improving grades in mathematics.

The correlation between confidence and academic success in mathematical

learning. Students who exhibit confidence in their understanding of

mathematical concepts are more likely to achieve higher grades. Therefore,

nurturing students' self-confidence is essential for creating a supportive

learning environment conducive to academic achievement and improved

grades in mathematics (Sirait, 2016).

According to Schulze and Bosman (2018), mathematics proficiency is

crucial for driving economic growth, making it imperative to address disparities

in grades in the subject. The importance of equitable access to quality

mathematics education for all students. By implementing effective

instructional strategies tailored to diverse learning styles, educators can help

bridge the gap in mathematical achievement and improve grades among

students from disadvantaged backgrounds.

Visual learning tools can significantly enhance comprehension and

engagement in mathematics, leading to improved grades. The use of visual

aids and interactive software to cater to diverse learning preferences. By

integrating visual elements into mathematics instruction, educators can create

a more dynamic and inclusive learning environment that supports students in

achieving higher grades (Bansilal, 2015).

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 Addressing low math achievement requires targeted interventions to

improve grades in mathematics. The importance of collaboration among

educators, policymakers, and researchers to develop evidence-based

strategies. By implementing these interventions, educators can effectively

support students in overcoming academic challenges and achieving higher

grades in mathematics (Obiero, 2018).

Accommodating diverse learning preferences is key to improving

grades in mathematics. The role of learning styles in addressing low

mathematical achievement. By recognizing and accommodating students'

individual learning styles, educators can create a more inclusive learning

environment that supports academic success and higher grades in

mathematics (Dela Cruz, 2018).

Cultivating effective study habits and intrinsic motivation is essential for

improving grades in mathematics. Sharma and Vyas (2016), Arora (2016),

and Daniel (2015) emphasize the importance of these factors in academic

success. By fostering a supportive learning environment that promotes self-

directed learning and motivation, educators can empower students to achieve

higher grades in mathematics (Sharma, Vyas et al., 2016), and Daniel (2015).

Celebrating academic successes and fostering a culture of continuous

improvement is crucial for improving grades in mathematics. The importance

of recognizing and valuing students' achievements across various subjects.

By celebrating academic successes, educators can inspire students to strive

for excellence and improve their grades in mathematics (Verma, 2016).

In conclusion, achieving success in mathematics grades requires a

nuanced understanding of the factors influencing academic performance. By

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critically examining intervention programs, diverse learning techniques,

educational challenges, economic considerations, instructional strategies, and

student motivation, educators can develop more effective approaches to

fostering mathematical success. This structured analysis facilitates a deeper

understanding of mathematics achievement and informs evidence-based

practices in education, ultimately shaping students' academic outcomes and

future opportunities.

Learning styles

The investigation of learning styles in educational research is a

multifaceted endeavor that encompasses a wide array of theories,

methodologies, and perspectives. Scholars argue convincingly that learning

styles are not merely passive traits but rather inherent patterns through which

individuals actively engage with educational content. They suggest that

individuals exhibit a natural predisposition towards certain modes of learning,

indicating a dynamic interaction between the learner and the learning process

itself. This assertion aligns seamlessly with Kolb's model, particularly with the

characteristic of Activists who thrive on hands-on experiences and immediate

engagement. For Activists, the learning journey is akin to an adventurous

exploration, where they eagerly dive into tasks and challenges, preferring

experiential learning over passive observation (Singh et al., 2015).

Deeper insights into the developmental aspect of learning styles shed

light on their early emergence from birth and their profound influence on how

individuals perceive and interact within educational environments. This

perspective underscores the importance of early childhood experiences in

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shaping one's cognitive preferences and learning tendencies. Reflectors, as

outlined in Kolb's model, are characterized by their penchant for careful

observation and contemplation before taking action. They are inclined to step

back and analyze situations from multiple angles, preferring to absorb

information through reflection rather than immediate engagement. Insights

into reflective observation highlight the significance of this phase in

understanding the intricacies of learning styles and their impact on learning

outcomes (Övez & Uyangör, 2016).

According to Mullick, 2018, the personalized nature of learning styles

emphasizes how individuals exhibit distinct preferences in processing and

retaining information. This personalized aspect underscores the need for

educators to recognize and accommodate the diverse learning needs of their

students. Reflectors, in particular, are keenly aware of their individual learning

processes and strive to optimize their learning experiences accordingly. They

seek out strategies and techniques that resonate with their cognitive

preferences, thereby enhancing their comprehension and retention of

educational content. These findings underscore the importance of

acknowledging and catering to the individualized nature of learning styles to

foster a conducive learning environment for all learners.

Attention towards the cognitive processes involved in information

assimilation emphasizes the role of learning styles in elucidating these

intricate mechanisms. This theoretical exploration resonates with Kolb's

model, particularly with the characteristic of Theorists who thrive on

systematic analysis and theoretical frameworks. Theorists are adept at

dissecting complex concepts and understanding them through a structured,

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analytical approach. They seek coherence and logic in their learning journey,

often relying on theoretical constructs to make sense of new information.

Insights into cognitive processes shed light on the cognitive underpinnings of

learning styles, underscoring the importance of theoretical understanding in

comprehending the diverse ways in which individuals engage with educational

content (Wassahua, 2016).

Emphasis on students' awareness of their learning styles underscores

the significance of enhancing understanding and facilitating tailored learning

experiences. This pragmatic approach aligns with Kolb's model, particularly

with the characteristic of Pragmatists who value practical application and real-

world relevance. Pragmatists are motivated by the prospect of applying

theoretical concepts to tangible situations, thereby bridging the gap between

theory and practice. Emphasizing tailored learning experiences highlights the

importance of aligning educational content with students' individual learning

styles to optimize learning outcomes. By integrating theoretical knowledge

with practical application, educators can create a dynamic learning

environment that caters to the diverse needs and preferences of their

students (Sumitha & Prasadh, 2022).

Categorization of learning styles into distinct groups offers a useful

framework for understanding their advantages tailored to different modes of

learning. However, it's essential to acknowledge the diversity inherent in

educational settings. Some students may actively engage with their preferred

learning styles, while others may rely on traditional methods or defer to

educators' guidance. This diversity underscores the need for flexible

pedagogical strategies that accommodate varying preferences and abilities.

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Accommodators excel at adapting to different learning environments and

approaches, often finding creative ways to cater to the diverse needs of their

students (Saija, 2020).

Additionally, understanding the dynamics of learning styles and their

impact on academic achievement has been a focal point in educational

research, particularly in the realm of mathematics education. A plethora of

studies have delved into this intersection, shedding light on how individual

learning preferences influence students' performance in mathematical tasks.

"Learning Styles and Academic Achievement of Secondary School Students in

Mathematics," which further contributed to the discourse on learning styles

and academic performance, particularly within the context of mathematics

education. Their findings provided valuable insights into how different learning

preferences impact students' outcomes in mathematical learning

environments, enriching the broader conversation on educational strategies

tailored to individual needs (Bernard and Anthony, 2015).

In the Turkish educational landscape, "Learning Styles and Academic

Achievement among High School Students in Turkey," serves as a

cornerstone in understanding the collective findings of various studies on this

subject matter. Ozturk's comprehensive analysis offers valuable perspectives

on how learning styles intersect with academic achievement, specifically

among high school students in Turkey. His work has been instrumental in

shaping discussions and guiding future research endeavors in this domain

(Cemil, 2017).

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 Moving geographically to Malaysia, "The Relationship between

Learning Styles and Mathematics Anxiety among Secondary School Students

in Malaysia." Their study unveiled the intricate relationship between learning

styles and mathematics anxiety, highlighting the importance of tailored

instructional approaches in alleviating anxiety-related barriers to mathematical

learning. This research has sparked discussions on addressing psychological

factors in mathematics education, emphasizing the need for a holistic

approach to pedagogy (Wan, Zaidatun et al., 2018).

In the Nigerian educational context, "The Effect of Learning Styles on

Secondary School Students' Mathematics Achievement in Nigeria." Their

study underscored the significance of considering individual learning

preferences in mathematics instruction to enhance students' academic

performance. By illuminating the nexus between learning styles and

mathematical achievement, Wangui and Nyaga's research has contributed to

enhancing teaching methodologies and curriculum development tailored to

the diverse needs of Nigerian students (Hellen and Dr. Lydia, 2019).

According to Yushau et al. (2015) delve into the intersection of gender,

learning styles, and collaborative learning in the context of information and

communication technology (ICT). Their research underscores the need to

address gender-based disparities in educational settings while recognizing the

diverse learning preferences among students. By examining how gender

influences learning styles in ICT-supported collaborative learning

environments, Yushau and team contribute to fostering inclusive practices that

cater to the needs of all learners.

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 In collaborative learning environments, the influence of individual

learning style preferences becomes particularly salient. This phenomenon by

investigating how learning style preferences impact outcomes in collaborative

learning settings. By elucidating the dynamics between learning styles and

collaborative learning effectiveness, Lim, Tan, and Lee provide insights that

can inform instructional practices tailored to accommodate diverse learning

preferences within group-based learning contexts (Lim et al., 2016)

Undertake a comprehensive review of literature to elucidate strategies

for enhancing mathematics learning through problem-solving approaches.

Their work underscores the significance of incorporating problem-solving

activities tailored to different learning styles, thereby catering to the diverse

needs of learners. By synthesizing existing research on effective instructional

strategies in mathematics education, Owusu-Acheaw and Asare offer valuable

guidance for educators striving to optimize learning experiences for all

students (Owusu-Acheaw and Asare, 2016).

Students' perceptions of their mathematics learning experiences,

considering factors such as classroom environment and teacher attributes. By

exploring how perceived classroom and teacher factors influence students'

perceptions of mathematics learning, Barmby, Kind, and Jones shed light on

the interplay between environmental factors and individual learning styles,

informing efforts to create supportive learning environments conducive to

diverse learner needs (Barmby et al., 2018).

Research provides a comprehensive examination of how learning

theories and instructional design models can be effectively applied to cater to

diverse learning styles across educational settings. By exploring the practical

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implementation of various theoretical frameworks, such as behaviorism,

cognitivism, and constructivism, Khalil and Elkhider offer insights into how

educators can tailor instructional strategies to accommodate different learning

preferences. For instance, they may adapt instructional methods to suit visual,

auditory, or kinesthetic learners, thereby optimizing the learning experience

for all students. This nuanced approach to instructional design acknowledges

the inherent diversity among learners and emphasizes the importance of

creating inclusive learning environments that cater to individual needs and

preferences (Khalil and Elkhider's, 2016).

Study focuses on the use of reflective journals as a means to track the

learning experiences of social work students during field education

placements. From a learning styles perspective, reflective journaling offers

students an opportunity to engage in metacognitive processes, allowing them

to introspect on their learning journey and identify their preferred modes of

learning and problem-solving. For visual learners, the act of visually mapping

out their experiences and reflections may enhance comprehension and self-

awareness. Auditory learners may benefit from verbalizing their thoughts and

reflections, while kinesthetic learners may find value in physically engaging

with the journaling process. Swart's research underscores the importance of

accommodating diverse learning styles through reflective practices, enabling

students to develop a deeper understanding of their learning processes and

professional growth (Swart's, 2017).

In Heo et al.'s (2018) exploratory study on peer assessment in higher

education, the focus shifts to understanding students' perceptions of this

instructional approach within the cultural context of South Korea. From a

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learning styles perspective, peer assessment offers students opportunities for

collaborative learning and feedback exchange, catering to various learning

preferences. Visual learners may benefit from visually comparing their work

with peers', identifying areas for improvement through visual representations.

Auditory learners may engage in verbal discussions and peer feedback

sessions to refine their understanding of course concepts. Kinesthetic

learners may find value in actively participating in peer review activities,

applying theoretical knowledge to real-world examples. Heo and colleagues'

research underscores the importance of considering cultural and contextual

factors in implementing instructional strategies that align with diverse learning

styles, promoting active student engagement and meaningful learning

experiences.

Investigation into the use of learning analytics in online problem-solving

environments within mathematics education offers valuable insights into how

technology can be leveraged to accommodate diverse learning styles.

Through the analysis of students' interactions with online learning platforms,

learning analytics can provide personalized feedback and adaptive learning

pathways tailored to individual learner preferences. Visual learners may

benefit from graphical representations and visualizations of problem-solving

processes, while auditory learners may engage with audio explanations and

narrated tutorials. Kinesthetic learners may interact with interactive

simulations and manipulatives to deepen their understanding of mathematical

concepts. Zhu et al.'s research highlights the potential of technology-

enhanced learning environments to address diverse learning styles and

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promote equitable access to high-quality education (Zhu, Liu, and Zhang's,

2019).

These studies demonstrate the importance of considering learning

styles in the design and implementation of instructional strategies and

educational technologies. By catering to diverse learning preferences,

educators can create inclusive learning environments that foster engagement,

comprehension, and retention of course content. Additionally, by leveraging

reflective practices, peer assessment, and learning analytics, educators can

empower students to take ownership of their learning journey and cultivate

essential skills for lifelong learning.

In conclusion, a nuanced exploration of learning styles reveals their

complexity and significance in educational contexts. By delving deeper into

foundational concepts, considering practical implications, acknowledging

diversity, and incorporating contrasting perspectives, educators can develop

more informed and effective instructional approaches. This structured analysis

facilitates a deeper understanding of learning styles and their implications for

teaching and learning.

Actvists. Activists requested additional room at their institutions for group

discussions and meetings, as well as more educational resources and media

such as computers and other information technology that are suitable for

active learning. Additionally, they asked lecturers to wrap up their talks quickly

and without giving out too much information. This team prefers to study alone

or in a group, but they want advice or discussion before beginning any job and

do not wish to work alone under the guidance of their teachers (Churngchow,

Rorbkorb et al., 2020).

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Reflectors. Reflectors would choose updated media, such as e-learning

resources created by respected private corporations as opposed to

governmental bodies. They like to review and learn better through cognitive

processes, and prior experience, gather information, and think thoroughly

before making any decisions. They find it uncomfortable to hear the teacher

for an extended period or practice right away without knowing the theory. They

enjoy conducting or practicing exercises as quickly as possible following the

conclusion of a lecture (Churngchow, Rorbkorb et al., 2020).

Theorists. Theorists recommended that educational institutions prioritize

providing a wider range of learning resources and media instead of limiting

instruction to lecture-only formats, and consider project- or activity-based

learning. They like to study by making plans. You want to avoid making any

decisions without having enough information to support them. When a

theoretical session ends, they want to practice right away so they can see the

real result (Churngchow, Rorbkorb et al., 2020).

Pragmatists. Smaller class sizes were advocated by pragmatics to facilitate

student discussion and advocate for a wider range of educational resources,

including extra lab space and contemporary teaching materials and tools.

They would rather practice and understand than study just from theory. They

also enjoy learning by doing ideas concurrently and act swiftly without

familiarizing themselves with the theory beforehand. They enjoy education

founded on student-centered strategies including self-directed learning and

work and project-based learning. In addition, they like carrying out fresh

experiments alone with little guidance from teachers (Churngchow, Rorbkorb

et al., 2020).

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Theoretical and Conceptual Framework

This study is anchored on the study conducted by Sinaga (2022),

which states that, there is a positive and significant influence on students

learning styles together on the mathematics learning achievement. The

preferred learning style of students can also affect student achievement. The

better the level of motivation and learning style of students, the better the

achievement of learning mathematics obtained by students.

Qasim and David (2023) also mentioned that students' total

achievement is significantly impacted by their learning styles. If a learner is

aware of their preferred technique of studying, their academic career will

benefit even more. By identifying their unique learning preferences, students

can assess their strengths and limitations. The learner focuses on areas of

weakness in their education and strengthens essential learning strategies. In

addition, the learning style preferences of kids are impacted by their gender,

the kind of school administration, the language or medium of instruction, the

kind of school housing, and the location of the school.

Furthermore, a study by Schulze and Bosman (2018) also revealed

that an individual learning style correlated the highest with Mathematics

performance. The study also found that context influenced learning style

preferences, in addition to individual learning at home, high performers

preferred reading/writing and group learning in the classroom. It recommends

that teachers should create a positive learning environment at school, and use

teaching methods that accommodate a variety of learning styles. Further

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research is needed to determine the impact of demographic variables on

learning style preferences in Mathematics.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Learning Styles Mathematics Achievement

 Activist;  Grade

 Reflector;
 Theorist;
 Pragmatist

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 Figure 1. Conceptual Paradigm of the Study.

Figure 1 shows the conceptual paradigm of the study. The independent

variable of this study is learning style with four indicators, namely: Activist,

Reflector, Theorist, and Pragmatist. According to Rusconi (2024), activists are

individuals who learn by doing. Moreover, the dependent variable of the study

is Mathematics achievement, specifically grade.

Significance of the Study

The study aims to determine whether the assessed learning styles of

junior high school students can predict their achievement in mathematics. The

outcomes of this research are relevant to various stakeholders:

Educators. This study provides insights into tailoring teaching methods. With

a better understanding of how individual learning styles correlate with

mathematics achievement, educators can tailor their approaches to cater

more effectively to the diverse needs of junior high school students.

Students. They may experience more effective and personalized learning.

The potential for more effective and personalized learning experiences can

contribute to enhanced comprehension and engagement with mathematical

24
concepts. This, in turn, may positively impact academic performance and

foster a deeper appreciation for the subject.

Parents. They can better support their children's education. Understanding

the connection between learning styles and mathematics achievement allows

parents to create a conducive learning environment at home, complementing

the efforts of educators in schools.

Policymakers. They can use the findings to inform educational strategies and

policies that align with the diverse learning needs of junior high school

students, ultimately contributing to more effective and equitable educational

systems.

Definition of Terms

To facilitate the understanding of this study, The following terms are define
both operationally and conceptually.

Learning Styles. This refers to the various approaches that individuals or

students use to acquire, process, and retain information (Curry, 1981). In this

study, learning styles became a factor in the academic achievement of a

student.

Activist. Learners that involve themselves fully and without bias in new

experiences, they enjoy the here and now and are happy to be dominated by

immediate experiences (O’Hara, 2016). In this study, new experiences are

determined by immediate sensations, activists are totally and impartially

interested in them.

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Theorist. Learners that like to analyze and synthesize as well as assimilate

and convert disparate facts and observation into coherent, logical theories,

their philosophy prizes rationality and logic above all (Glaser, 2020). In this

study, it utilizes concepts, data, and models to comprehend the theory

underlying the behaviors.

Reflector. Learners that like to stand back to ponder experiences and

observe them from many different perspectives, they collect data, both first-

hand and from others, and prefer to analyze them thoroughly and think about

them from every possible angle before coming to any definite conclusions

(O’Hara, 2016). In this study, reflectors see things from a variety of

perspectives before going back to think about the encounters.

Pragmatist. Learners that are keen on trying out ideas, theories and

techniques to see if they work in practice, they search out new ideas and take

the first opportunity to experiment with applications (Glaser, 2020). In this

study, it is open to experimenting with concepts, methods, and theories to see

how they perform in real-world situations.

Mathematics Achievement. It measures a student's level of success or

proficiency in Mathematics. (Beswick, 2014) In this study, mathematics

achievement refers to the grades, test scores, or other assessments related to

mathematical understanding and problem-solving of the students.

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 Chapter 2

METHODOLOGY

This chapter presents the research design, research respondents,

research instruments, data gathering procedure, and statistical treatment of

the data, and ethical consideration in this study.

Research Design

This study is quantitative research that will employ a descriptive and

correlational design. Quantitative research refers to the inquiry about a

phenomenon through the collection of numerical data and the use of different

statistical techniques (Creswell, 2014). It facilitates the systematic collection

and analysis of numerical data, enabling researchers to establish statistical

relationships between variables (Babbie, 2016). The chosen research design

for this study involves both descriptive and correlational elements. Descriptive

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research provides a comprehensive summary of the current status of a

phenomenon, while correlational research examines the strength and

direction of relationships between variables (Gravetter & Wallnau, 2016).

The descriptive and correlational research design is particularly

appropriate for this study as it aims to systematically collect detailed

information about learning styles and mathematics achievement, providing a

thorough understanding of each variable independently (Johnson, 2019).

Additionally, this design enables the identification and quantification of

associations between learning styles and academic performance, offering

insights into potential predictors of mathematics achievement (Field, 2018).

The design does not require manipulation of variables, making it practical and

ethical for educational research settings (Robson, 2016). Moreover,

correlational research is valuable for exploring complex interrelationships

among variables in real-world settings without experimental manipulation,

which is crucial in educational contexts where ethical considerations often

preclude experimental designs (Cohen, 2018).

The research design is particularly suited for testing the hypothesis

regarding the relationship between learning styles and mathematics

achievement among junior high school students. This study aims to determine

if learning styles can predict the mathematics achievement of junior high

school students. By employing a descriptive and correlational design, the

research will systematically collect and analyze quantitative data to explore

this relationship. The study will provide a thorough understanding of the levels

of different learning styles (activist, theorist, reflector, and pragmatist) and the

mathematics achievement of students in terms of grades. Furthermore, it will

28
examine whether there is a significant relationship between these learning

styles and mathematics achievement. Ultimately, the study seeks to identify if

learning styles can serve as predictors of mathematics performance. This

comprehensive approach will facilitate a nuanced understanding of the factors

influencing students' academic performance in mathematics, thereby

contributing valuable insights to educational practices and interventions

(Tabachnick & Fidell, 2019).

Research Respondents

The respondents of this study will be the Grade 9 junior high school

students of Davao Oriental Regional Science High School. This public

institution, comprising three sections, is situated in the Government Center,

Barangay Dahican, Mati City. To be eligible for participation, students must be

officially enrolled for the second semester of the 2023-2024 school year.

To determine the appropriate sample size, the Qualtrics sample size

calculator will be employed, using a confidence level of 90% and a 5% margin

of error. Given the total population of 250 students at the participating school,

a sample size of 130 respondents has been calculated. Consequently, each of

the three sections will contribute approximately 43 respondents.

The sampling process will involve stratified random sampling to ensure

proportional representation from each section, followed by simple random

sampling to select the individual respondents within each section.

Figure 2 illustrates the map of Davao Oriental Province, located in Region XI,

Davao Region, and highlights the location of Davao Oriental Regional Science

High School.

29
Figure 2. Map highlighting Davao Oriental Regional Science High

School's location in Davao Oriental Province.

30
Research Instrument
The research instrument comprises an extensive questionnaire

meticulously crafted to delve into individuals' learning preferences,

meticulously delineating the subtleties of Honey and Mumford's four learning

styles: activist, reflector, theorist, and pragmatist. This questionnaire unfolds in

two distinct sections, each meticulously structured to extract profound

insights.

Learning styles: The researcher will assess the learning styles of

students, drawing upon influential works such as Honey and Mumford's

questionnaire. The assessment employs semantic differential scales to gauge

respondents' associations with each learning style. Participants are prompted

to rate statements on a 5-point Likert scale ranging from 5 (Strongly Agree) to

1 (Strongly Disagree), offering a nuanced perspective on their learning

experiences and preferences. This structured approach enables participants

to express nuanced perspectives on their learning preferences, facilitating a

comprehensive understanding of their alignment with different learning styles.

The questionnaire in learning style comprises a total of 40 questions,

with 10 questions each focusing on Activist, Reflector, Theorist, and

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Pragmatist styles. Furthermore, the Cronbach’s Alpha Coefficient of Reliability

of this scale is 0.94, indicating very high reliability. The rating scale employed

in the questionnaire ranges from 5 to 1, where a rating of 5 signifies strong

agreement with the statement, indicating a robust alignment with the specified

learning style. Conversely, a rating of 1 reflects strong disagreement,

suggesting a significant mismatch. Ratings of 4 and 2 indicate moderate

agreement and disagreement, respectively, while a rating of 3 signifies

uncertainty or indecision regarding the statement.

The following parameter limits, descriptive equivalents, and

interpretations will be used to measure the level of alignment between

individuals' learning preferences and the specified learning styles of junior

high school students at Davao Oriental Regional Science High School.

Parameter Descriptiv Interpretation

Limits e
Equivalent

4.3– 5.0 Very High This implies that the level of the learners in
learning style is very much evident.

3.5 – 4.2 High This implies that the level of the learners in
learning style is much evident

2.7 – 3.34 Moderate It implies that the level of the learners in learning
environment fairly evident.

1.9 – 2.6 Low This implies that the level of the learners in
learning style is less evident.

1.0 – 1.78 Very Low This means that the level of learning style is not
evident.

Mathematics Achievement: This segment, aligned with contemporary

paradigms in educational assessment, is grounded in empirical validation.

Participants provide self-reported grades or scores in mathematics, carefully

32
sourced from official school records or recent assessments. To determine the

problem-solving skills of students in mathematics, the following parameter

limits, adopted from the Department of Education (DepEd), will be used in the

quantitative analysis:

Parameter Descriptive Interpretation

Limits Equivalent

90.00 – 100.00 Very high This shows that academic

performance in Math is

outstanding.

85.00 – 89.00 High This shows that academic

performance in Math is very

satisfactory.

80.00-84.00 Average This shows that academic

performance in Math is

satisfactory.

75.00-79.00 Low This shows that academic

performance in Math is less

satisfactory.

Below 75 Very low This shows that academic

performance in Math did not

meet expectation.

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 These parameter limits offer a quantitative assessment of students'

problem-solving skills in mathematics, providing numerical insights into their

proficiency levels according to the standards set by the DepEd.

Data Gathering Procedure

To ensure the smooth execution of this study, the researcher will follow

a comprehensive set of procedures:

Seeking Permission to Conduct the Study: The research team will

diligently seek authorization from the junior high school administration and

relevant authorities. A detailed proposal outlining the study's objectives,

methodology, and ethical considerations will be submitted, with a clear

emphasis on its quantitative nature. Transparent communication and

collaboration with school officials will be fostered to obtain necessary

permissions in strict accordance with institutional regulations.

Seeking Consent from Respondents and Providing General

Orientation: Adhering strictly to ethical standards, the research team will

prioritize securing informed consent from the parents or guardians of junior

high school students. Thorough consent forms will be distributed, explaining

the study's objectives, methodologies, confidentiality measures, and the

voluntary nature of participation. A comprehensive orientation session will be

conducted to provide students with an overview of the study's framework,

procedures, and expectations, ensuring clarity and addressing any concerns.

Administration of Survey Questionnaire: The quantitative survey

questionnaire will be administered with precision under the supervision of

trained researchers. Clear instructions will be provided to students,

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emphasizing adherence to quantitative response formats. Researchers will

ensure consistency and reliability in data collection, avoiding leading or biased

language. Students will be encouraged to provide candid responses,

recognizing the importance of their input in understanding the relationship

between learning styles and mathematics achievement in junior high school.

Checking, Collating, and Processing of Data: After data collection,

the research team will meticulously verify, collate, and process the acquired

quantitative data. Each completed questionnaire will undergo thorough

scrutiny to ensure accuracy and completeness, with any discrepancies

addressed through additional verification measures. The quantitative data will

be systematically organized for analysis using techniques such as coding,

categorization, and statistical tabulation. Stringent quality control measures

will be implemented to safeguard the integrity of the findings, contributing

valuable insights to the quantitative understanding of learning styles and

mathematics achievement in junior high school.

Statistical Treatment

The following statistical procedures were used to interpret the data

gathered from the respondents of the study.

Mean. This statistical tool will be utilized to determine the students' level of

learning styles and academic achievement in mathematics among junior high

school students.

Standard Deviation. This statistical tool will be utilized to assess the

variability in students' responses regarding learning styles and academic

achievement in mathematics among junior high school students.

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Pearson r. Pearson correlation coefficient (r) will be employed to examine the

association between learning styles (independent variable) and mathematics

achievement (dependent variable) among junior high school students.

QUESTIONNAIRE ON LEARNING STYLES AS PREDICTOR OF

MATHEMATICS ACHIEVEMENT OF JUNIOR HIGH SCHOOL STUDENTS

Name(Optional):________________________Sex:______Age: _________
Year Level: _________________________Date: ____________________

QUESTIONNAIRE ON LEARNING STYLES

This questionnaire is designed to find out your preferred learning style(s).

Over the years you have probably developed learning "habits" that help you
benefit more from some experiences than from others. Since you are probably
unaware of this, this questionnaire will help you pinpoint your learning
preferences so that you are in a better position to select learning experiences
that suit your style and having a greater understanding of those that suit the
style of others. This is an internationally proven tool designed by Peter Honey
and Alan Mumford.

Directions: Please rate each statement by ticking (/) the cell that best
represents your response. This questionnaire is divided into four sections,
each corresponding to a different learning style: Activist, Reflector, Theorist,
and Pragmatist. There is no time limit to this questionnaire. It will probably
take you 10-15 minutes. The accuracy of the results depends on how honest
you can be. There are no right or wrong answers. Rest assured that all
responses obtained from this questionnaire will be kept confidential and will
only be used as a tool for this research work

5 This means you strongly agree with the statement

4 This means you agree with the statement
3 This means you are undecided
2 This means you disagree with the statement
1 This means you strongly disagree with the statement

I. Activist

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 As a student, I.. 5 4 3 2 1
1. often act without considering
the possible consequences.
2. believe that formal procedures
and policies restrict people
3. often find that actions based on
feelings are as sound as those
based on careful thought and
analysis
4. actively seek out new
experiences
5. am attracted more to novel,
unusual ideas than to practical
ones
6. thrive on the challenge of
tackling something new and
different
7. Enjoy fun-loving, spontaneous
people
8. tend to be open about how I'm
feeling
9. prefer to respond to events on a
spontaneous, flexible basis rather
than plan things out in advance
10. am quiet, thoughtful people
tend to make me feel uneasy.

II. Reflector

As a student... 5 4 3 2 1

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1. like the sort of work where I
have time for thorough
preparation and implementation.
2. take pride in doing a thorough
job
3. take care over the
interpretation of data available to
me and avoid jumping to
conclusions.
4. like to reach a decision
carefully after weighing up many
alternatives.
5. pay meticulous attention to
detail before coming to a
conclusion
6. am careful not to jump to
conclusions too quickly
7. prefer to have as many
resources of information as
possible - the more data to think
over the better.
8. listen to other people's points of
view before putting my own
forward
9. enjoy watching the
maneuverings of the other
participants
10. am worried if I have to rush
out a piece of work to meet a tight
deadline.

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III. Theorist

As a student, I 5 4 3 2 1
1. have strong beliefs about what
is right and wrong, good and bad.
2. tend to solve problems using a
step-by-step approach
3. regularly question people about
their basic assumptions.
4. am keen on self-discipline such
as watching my diet, taking regular
exercise, sticking to a fixed
routine, etc.
5. get on best with logical,
analytical people and less well
with spontaneous, "irrational"
6. don't like disorganized things
and prefer to fit things into a
coherent pattern.
7. like to relate my actions to a
general principle.
8. tend to have distant, rather
formal relationships with people at
work
9. find it difficult to produce ideas
on impulse

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 10. am flippant people who don't
take things seriously enough
usually irritate me.

IV. Pragmatist
As a student, I... 5 4 3 2 1
1. have a reputation for saying
what I think, simply and directly
2. work on something that matters
most.
3. immediately start working out
how to apply something new in
practice.
4. immediately start working out
how to apply something new in
practice.
5. like to get straight to the point.
6. believe in coming to the point
immediately.
7. tend to be attracted to
techniques such as network
analysis, flow charts, branching
programs, contingency
planning, etc.
8. tend to judge people's ideas on
their practical merits
9. I put forward practical realistic
ideas.
10. can often see better, more
practical ways to get things done

40
Adapted from Honey and Mumford (1986)

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Journal of Education, 38(1), 1–8.

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