Learning Styles and Instructional Materials as Correlates of Grade 6 Learners`' Mathematics Performance in Buffalo City, South Africa

Abstract

Mathematics is a core subject in South Africa. Studies have shown that the performance of learners on this subject is not encouraging. Many factors have been alluded to by scholars as contributing factors to this poor performance. The gap between theory and practice of mathematics teaching can be bridged by the use of appropriate learning styles, availability, and utilization of instructional. This paper finds out the relationship that exists among learning styles, instructional materials, and mathematics performance of Grade 6. The choice of Grade 6 is important because it is the last grade level of primary school before a learner can enter secondary school level in South Africa. The study adopted a correlational research design of a quantitative approach. Stratified sampling techniques were used to select 1225 learners from Grade 6 schools within Buffalo City Metropolitan Education District. The data revealed among others that in Buffalo City, availability and utilization of instructional materials have no significant relationship with the mathematics performance of selected grade 6 learners (B=.023, t=.804, P≥0.05) while students learning styles (visual, auditory, and kinaesthetic) have a significant relationship with grade 6 learners Mathematics performance (B=-.113, t=-3.886, p<0.05). The study concluded that one of the most fundamental issues to consider in improving Mathematics performance is the understanding of the learners’ learning styles and effective use of appropriate instructional materials for teaching Mathematics.

Innate Mathematical Characteristics and Number Sense Competencies of Junior High School Students

“…The same result was obtained by Adu et al (2020), who reported that visual learning is predominant among South African students, and Cabual (2021), who found that visual is reportedly the 'new normal' learning style. In contrast, Alog (2012) discovered that the predominant learning styles among the 5th and 6thgrade students in her study of intermediate public schools are auditory and visual, respectively.…”

“…The result resembles the findings of Alog (2012), who claimed that pupils' learning style was unrelated to their academic achievement in Mathematics. However, this opposes the findings of Adu et al (2020), Sinaga (2022), andVillajuan (2019). The result suggests that students may still have poor number sense competency regardless of learning style.…”

“…Subsequently, psychological and educational research has been undertaken regarding learning style and academic achievement. Adu et al (2020), Sinaga (2022), and Villajuan (2019) reported that learning style has a statistically significant positive relationship with students' mathematics performance and success. Accommodating the students' learning styles in the instructional method yields better mathematical performance.…”

Teaching mathematics from the competency-based approach and student learning styles. Systematic review

“…We hypothesized that motor competence, not MVPA, would be related to improved cognitive and academic skill development in early childhood. For this study, 283 children were recruited from 13 community-based preschools (55% female; M = 4.2 years old, SD = .6; 41% non-Hispanic White, 37% non-Hispanic Black; 10% Hispanic, 10% mixed race, 2% Asian, 1% American Indian, Australia (Sianturi et al, 2022), Chile (Huincahue et al, 2021), Reino Unido (Muncer et al, 2022), Chipre (El-Adl & Alkharusi, 2020), Sudáfrica (Adu & Duku, 2021), Rusia (Sheromova et al, 2020), Turquía (Baltaci et al, 2016), Israel (Nahmias & Teicher, 2020).…”

Development of Small Ball Game Learning Through Catch Ball Game to Enhance Motoric and Cognitive Skills In Elementary School Students

“…Relationship between teaching styles and students' conditions, meaning that students learn well when taught with methods that align with their learning styles. Varied, effective, and efficient teaching styles will underlie teachers' design and implement learning models that vary depending on the learning material delivered (Adu & Duku, 2021;Bernacki et al, 2021;Moon, 2022). A fun learning model will give a distinct impression on the development of elementary school students (Arioder et al, 2020;Bulkani et al, 2022;Fauziah et al, 2020).…”