Analysis of the Relationship Between the Psychosocial Learning Environment and Learning Styles to The Achievement of Form Four Additional Mathematics

Abstract

This study was aimed to determine the relationship of psychosocial learning environment, learning styles with the Additional Mathematics achievement besides to identify psychosocial differences in the learning environments and learning styles by gender and school type in achievement. Quantitative approaches with a survey design used for this study. About 205 form four Additional Mathematics students from 13 secondary schools in Setiu district were chosen using strata sampling methods. Research instrument are ‘What is Happening in This Classroom’ (WIHIC) and Dunn and Dunn learning styles. Data analysed using descriptive to describe the level of perception about psychosocial learning environment and the most dominant learning style while inferential analysis involved the MANOVA and Spearman’s Rho correlation test. The findings showed that the students’ familiarity had the highest level of perception while the emotional category learning styles was the dominant of the students. The conclusion that students from Boarding Schools are concerned with the aspects of relationship with each other compared the students in other schools. The learning style in three types of schools showed no significant differences in gender and school type. Spearman’s Rho correlation analysis showed that was significant relationship between psychosocial learning environments with achievement while no significant relationship between learning styles with achievement. The conclusion, psychosocial learning environment and learning style are elements that need to be attention to enhance the achievement. The implicates of the study are the psychosocial need to be focus to improve the achievement of this subjects.