Learning Styles and Mathematics Performance of Grade 11 Students at the University of Bohol

Abstract

This study determined the influence of learning-style-based instruction on the mathematics performance of Grade 11 students at the University of Bohol during the first semester of School Year 2022-2023. A quasi-experimental pretest-posttest control group design with 155 students enrolled in General Mathematics was used. The Honey and Mumford Learning Style Inventory was used to determine students’ preferred learning styles; researcher-developed pretest and posttest measures were used to assess mathematical performance. Data were analyzed using mean, standard deviation, paired-samples t-test, independent samples t-test, and one-way analysis of variance. Results showed that both control and experimental groups’ mathematics performance improved significantly following the intervention (p < .001). However, the posttest scores and mean gains did not differ significantly between the two groups. In addition, no significant difference in posttest scores was found by learning style preference (F = 0.587, p = .765). The study revealed that learning styles have no significant effect on students' achievement in mathematics. This may suggest that classroom environment, learner involvement, and quality instruction are more beneficial for increasing mathematics performance than learning styles.