Learning Styles In Mathematics Research Articles

Mathematics Learning Style and Achievement of Secondary Level Students

Mathematics Learning Style and Achievement of Secondary Level Students

Factors That Influence Students Learning Styles in Mathematics at Ullo Senior High School in the Jirapa Municipality, Ghana

This study sought to investigate the factors that influence students' learning styles in mathematics at Ullo Senior High School. The study hinged on the positivist philosophy and adopted the descriptive survey design. The school was purposively sampled for the study because of the persistent poor performance of the students. Simple random sampling was used to select 82 from two students who were given questionnaires to be filled out. The data was collected and analysed by means of descriptive statistics (percentage, mean, and standard deviation). Findings from the study revealed that generally, students agreed that their home background, teaching method, interest in or motivation towards mathematics, and classroom management are all factors that influence their learning styles. Another finding was that generally, students disagreed that teaching and learning resources influence their learning styles. It was therefore recommended that mathematics teachers at Ullo Senior High School should strive to create a conducive environment to meet the diverse learning needs of their students

The influence of learning styles on academic procrastination among students in mathematics.

Procrastination is a complex psychological and behavioral construct that is strongly influenced by certain personality traits. In mathematics learning, students find it difficult to master the concepts because of less exposure to learning styles. Poor knowledge of mathematical concepts leads to academic procrastination in the subject of Mathematics among students. Therefore, this study aims to identify students' learning styles in Mathematics, identify the stages of students' academic procrastination in Mathematics, and determine whether there is a significant influence of learning styles (visual, auditory, and kinesthetic) on academic procrastination among secondary school students in Mathematics. A quantitative approach with a survey was applied. A total of 500 Form Two and Form Four students in five national secondary schools in the Kota Bharu district, Kelantan, were selected using simple random sampling. The duration of data gathering started from 4 October 2022 until 31 January 2023. The Learning Styles Questionnaire and the Academic Procrastination Questionnaire were adapted and verified by eight experts in psychology and counseling. Descriptive and multiple regression tests were carried out using IBM SPSS version 26.0. The results revealed that the visual learning style was the most dominant learning style among students in the subject of Mathematics, followed by auditory and kinesthetic. The level of students' academic procrastination in Mathematics was low. Besides, multiple regression showed that visual and kinesthetic learning styles were significant contributors or predictors, which amounted to 14.1% of the variation in students' academic procrastination in Mathematics. The implications of this study highlight the possibility to improve programs in schools by exposing students to suitable learning styles so that they can practice effective learning styles in Mathematics and consequently overcome academic procrastination. Further research can be carried out by identifying other factors that encourage academic procrastination in the subject of Mathematics in order to increase students' motivation and self-efficacy.

The influence of environment and mathematical learning styles on students' GPA through independent learning as an intervening variable

This study aims to analyze the effect directly or indirectly between learning styles and the learning environment through independent learning on students' cumulative grade point average in the Mathematics Education Study Program, FKIP Undana. The type of research is quantitative research, with the research population being all active students in the Mathematics Education Study Program. The sample taken was 95 people. The samples were based on the Slovin formula with an error of 5%. Data was collected through questionnaires regarding the learning environment, learning styles, learning independence, and GPA. The data collected was then analyzed by path analysis. From the results of the data analysis, it was concluded that 1) there is a significant direct effect between learning styles on student learning independence; 2) there is a significant direct effect between the learning environment on student learning independence; 3) there is no significant direct effect between learning styles on students' GPA; 4) there is a significant direct effect between the learning environment on the student's GPA; 5) there is a significant direct effect between learning independence on the student GPA; 6) there is a significant direct effect between learning styles through independent learning on the student's GPA; 7) there is a significant direct effect between the learning environment through independent learning on the student's GPA. Overall, it can be concluded that there is a significant influence between the environment and learning styles through independent learning on student GPA.

ANALISIS GAYA BELAJAR MATEMATIKA PADA SISWA KELAS VII SMP NEGERI OEBAKI

The reason of getting low mark in mathematics is due to the lack of students’ interest and attention. Many students feel that mathematics is hard to be learnt and to be understood as well as there is unwillingness effort to review every lesson at home along with teachers’ unawareness of students’ learning style. One of the characteristics in learning style that related to absorption, preparation and delivery of information is the students’ learning style. Learning style forms the important modality in study. The information about characteristic of students’ learning style is very important for teachers to increase the quality of learning itself and students will be easier to motivate themselves in learning as well. The aim of this research is to know the learning style of seventh grade students in SMP N Oebaki in the academic year 2017/2018.The method of this research is descriptive qualitative method and the research instrument that used are questionnaires, interview and observation. The result of this study shows that the students have visual, auditory, and kinesthetic learning style, and the dominant learning style of the students is kinesthetic learning style. 
 Key words: Mathematical learning style, visual, auditory, kinesthetic.

Implementation of lesson study with rigorous mathematical thinking based on student worksheet to enhance the students’ mathematical critical thinking

This article is an implementation of lesson study with an RMT-based student worksheet which aims to enhance students' mathematical critical thinking skills. The subjects of this study were 32 students of class VII A in MTsN 1 South Lampung, who represented: (1) different mathematical learning styles; and (2) different self-efficacy. Research begins with a plan, then begins to implement and reflect. The instruments of this study were students' worksheets based on RMT integer and fraction topics, Mathematical Learning Style (MLS) questionnaire, self-efficacy questionnaire, test instrument of critical thinking, and observation sheet. This study aims to improve students' critical thinking skills with the help of Student Worksheets based on RMT in terms of MLS and student self-efficacy. Based on the results of the study, students with Self-Expressive Learning (SL) and Mastery Learning (ML) learning styles experienced a high increase in critical thinking skills with N-gain scores of 0.73 and 0.71, respectively. While students with Understanding Learning (UL) and Interpersonal Learning (IL) learning styles have increased critical thinking skills in the medium category with N-Gain scores of 0.64 and 0.63. Students with high self-efficacy have increased high critical thinking skills. Students with intermediate self-efficacy experience an increase in mathematical critical thinking skills in the medium category.

Pengaruh Minat, Kreativitas Dan Gaya Belajar Terhadap Hasil Belajar Matematika Pada Siswa Kelas 5 Sekolah Victory Plus Bekasi

This riset aims to prove the influence of interest, creativity and learning styles towards mathematics learning outcomes. The data collection is done using questionnaires. Based on the results of the study it was concluded that: (1) There is a significant effect of interest in mathematics learning result; (2) There is a significant effect of creativity in mathematics learning result (3) There is a significant effect of learning styles in mathematics learning result and (4) There is a significant effect of interest, creativity and learning styles together in mathematics learning result.

Analysis of Mathematics Learning Style and type of education university students

Analysis of Mathematics Learning Style and type of education university students

Profile of Student’s Mathematical Connection Abilities Based on Mathematical Learning Style and Personality Type

Profile of Student’s Mathematical Connection Abilities Based on Mathematical Learning Style and Personality Type

LEARNING STYLES IN MATHEMATICS – A QUANTITATIVE RESEARCH ON 10TH GRADE PORTUGUESE STUDENTS

The article reports a research project aimed to describe the learning styles in mathematics of the Portuguese students at the 10th grade, and to analyze how those styles are related to the students’ performance. For this quantitative, descriptive and correlational research, I used a questionnaire based on the ILS (Inventory of Learning Styles) of Vermunt (1994), which I’ve adapted to the context of the learning of mathematics by the students at the Portuguese secondary schools. The sample, resulting from a multi-stage method, was composed by 579 students of 28 public schools. Within the conclusions of the research, I emphasize the detection of a learning style that is strongly correlated to the motivational learning orientations and to the self-regulated learning, being however still undefined it what concerns the cognitive processing strategies. This stile, if hold in a favorable context, may turn into a “meaning oriented” learning style. I also detected the four styles usually reported at Vermunt’s ILS’ applications: “meaning oriented”, “reproduction oriented”, “application oriented” and “not oriented”, as well as the positive contribution of a “meaning oriented” style to the scholar performance in mathematics, opposite to the effect of the “reproduction oriented” one.

Characteristics that appear in the problem solving process of the classification task of function related to high school students' mathematical learning style

Characteristics that appear in the problem solving process of the classification task of function related to high school students' mathematical learning style

The Development of Self-Expressive Learning Material for Algebra Learning: An Inductive Learning Strategy

Researchers have proven that students learn best when there is a personalization in learning. Personalization may be attained by considering the individual's learning styles. In this study, the Math Learning Style Inventory was administered to assess students’ mathematical learning styles. This inventory suggests that when learning mathematics, there are four learning styles including Mastery, Understanding, Self-Expressive and Interpersonal. This paper discusses the Self-Expressive learning material that was developed for students with the Self-Expressive learning style. Students with this preferred learning style tend to like mathematics problems that allow them to think differently by using visualization techniques to solve the problems, generating possible solutions, and exploring alternatives to the given problem. An inductive learning strategy was chosen in the development of the multimedia application in learning algebra. Thirty polytechnic students who were enrolled in an engineering program were given a set of pre- and post-test to measure the effectiveness of the learning material in improving students’ understanding of the topic. Results showed that students who studied the learning material according to their preferred learning style obtained better results than the students with the randomized learning material.

NON-ROUTINE MATHEMATICAL PROBLEMS: PHENOMENOLOGICAL ANALYSIS OF POSITIVE AND NEGATIVE LEARNING IMPACT

Mathematical concepts are useful to the extent that it can be applied to various practical situations. Specifically, non-routine problems were given emphasis in this study to understand education students’ dispositions, appreciations, and experiences in applying mathematics in practical life situations and, consequently, will employ a more personalized teaching technique which suits their mathematical learning styles especially in doing problem solving. Using the interpretive case study technique and phenomenological analysis, 62 education students of SLSU-Tomas Oppus shared their experiences in solving non-routine problems in mathematics through FGD, direct, and indirect interview. Positively, solving non-routine problems in mathematics intensifies their study habit, actualizes their creative skill, improves their strategic thinking skill, and develops their focus and mental discipline. Conversely, it discourages them because it is highly difficult, mentally and physically exhausting, and, lastly, their experience with the teacher is frustrating. These experiences intensify their desire to study individually, consult for experts/tutors, and conduct group study. Individually or in a group, when doing intense study, education students forget and release negative experiences in the solving non-routine problem and gain confidence of their outputs and products. Thus, whether the experience is positive or negative, it encouraged education students to strengthen their learning desire to solve the non-routine problem in mathematics.

Development and Use of a Web Site with Multimedia Contents as a Complement to Traditional Unit Operations Courses

ABSTRACT: The Unit Operations Laboratory offers 2 courses in unit operations. One is a 2‐semester course for chemistry and food engineering students that is more demanding because it considers more unit operations and places more emphasis on solving exercises. The other is a 1‐semester course for chemistry and pharmacy students that considers fewer unit operations and is more descriptive. We have developed a web site with multimedia contents and interactive exercises, mainly for students with fewer abstract and mathematical learning styles who prefer visual, spatial, and hands‐on learning situations. For the development of multimedia elements, the more common unit operations that have greater learning difficulties related to the course audience were considered. For the course oriented to chemistry and food engineering students, the unit operations considered were size reduction, mixing of liquids, distillation, microfiltration, and solid‐liquid extraction. The evaluation of the site consisted in gathering the students' opinions but did not measure the impact of learning. The results showed that the students have a good opinion of the design of the web site and that the multimedia elements included are useful teaching tools.

Inductive and Deductive Learning Styles in Junior High School Mathematics: An Exploratory Study

Programmed materials were developed to investigate if 406 eighth grade subjects exhibited inductive and deductive learning styles in mathematics. Ss above the median on the posttest following a concept taught inductively and below the median on the posttest following a concept taught deductively were classified as Inductive Learners. Ss above the median on the posttest following a concept taught deductively and below the median on a posttest following a concept taught inductively were classified as Deductive Learners. 62 Ss scored above the median on both and 77 Ss scored below on both. 105 Ss scored at the median on 1 or both. The testing scheme resulted in the classification of 32 Deductive and 22 Inductive Learners. 2 additional programs were administered to these Ss. 1 utilized an inductive strategy and the other a deductive strategy. Posttests of achievement were administered for the additional programs. No significant difference between groups was found.