This study investigated the effectiveness of different pedagogical exemplars for teaching mathematics across various learning styles using multimedia technology. The study utilized a quasi-experimental design. The experimental group received the intervention through an interactive computer presentation program, while the control group used the standard dialogue and discussion techniques. The study used survey questionnaires adapted from BARSCH's Learning Style Inventory and self-made pre-and post-tests to measure students' learning and engagement. The research findings revealed that students with different learning styles benefited differently from multimedia-assisted instruction, suggesting the importance of considering individual differences in instructional design. The use of multimedia technology in teaching mathematics facilitates the learning process of students with different learning styles. The results of this study also support the importance of using statistical analysis to evaluate the effectiveness of educational interventions and to inform evidence-based decision-making in education. This study identified the most effective pedagogical exemplars for each learning style and highlighted the benefits of interactive media teaching mathematics. These findings suggest that teaching methods that align with students' learning styles can improve academic performance

This study explored the relationship between mathematics performance and learning styles among Grade 8 students in the Philippines. The study used a descriptive correlation research design to achieve its objectives, which included determining the profile of Grade 8 students, identifying their learning styles, and examining the relationship between mathematics performance and age, gender, and learning styles. The data was collected through an adapted questionnaire from David Kolb's learning style inventory. The findings revealed no significant relationship between learning styles and academic performance in mathematics. However, it is worth noting that the lack of a significant relationship does not necessarily mean that there is no relationship at all. Motivation, teacher quality, and cultural background may also influence mathematics performance. The findings suggest that educators should consider students' different learning styles when developing effective teaching strategies to enhance mathematics performance among Grade 8 students. This study contributes to the literature on mathematics education and has practical implications for educators seeking to enhance their students' mathematics performance.