Abstract
This study examined the relationship between learning styles of students and their success on a mathematics course. In this study, the categorization of high school students’ learning style scores was defined. The given method for calculating the learning style scores was developed by the author. The purpose of this study was to raise the success level of high school students on a mathematics course. Therefore, whether or not achievement depended on the learning style adopted was examined. From the relationship between the high school students’ learning styles and their performance, it was found that assimilators performed better than students with different learning styles. The findings revealed that learning style was a potential tool for the improvement of student performance on a mathematics course. The results determined discriminatory learning styles. Key words: Mathematics achievement, learning styles, teaching strategy
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