Learning Styles and Mathematics Achievement of Grade 8 Students

Abstract

This research aimed to determine the correlation between the Grade 8 students’ learning styles and academic achievement in factoring polynomials. It utilized a descriptive correlational method. The sample comprises 316 Grade 8 students, selected using simple random sampling. A survey questionnaire from the National Training of Grade 9 Core of Trainers of the K to 12 Enhanced Basic Education Curriculum and an achievement test were used to describe academic performance in Mathematics. The data were analyzed using frequency counts, percentages, and the chi-square test. The study revealed that most respondents were 12-13 years old and female. It also revealed that most parents had a high school education, and their combined family income was 10,000 or less. The respondents' academic performance was satisfactory. The relationship between the respondents' learning styles and academic achievement in mathematics was found to be non-significant. This supports students developing observable, concrete skills and knowledge without identifying their learning styles. The researchers recommend that the proposed intervention plan be used and monitored.