American Journal of Educational Research
ISSN (Print): 2327-6126 ISSN (Online): 2327-6150 Website: http://www.sciepub.com/journal/education Editor-in-chief: Ratko Pavlović
Open Access
Journal Browser
Go
American Journal of Educational Research. 2015, 3(9), 1142-1148
DOI: 10.12691/education-3-9-12
Open AccessArticle

On the Role of Learning Styles Components (Objective Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation) on Students’ Mathematics Performance

Parvin Zolghadri1, Feyzollah Shirazi2, Ali Taghinezhad3, Nasram Shayan4, Nasrollah Veysi5, and Roghaye Afshar6

1Department of Educational Sciences, Peyamnoor University

2M.A Business Management, Peyamnoor University Member invited

3Department of Foreign Languages and Linguistics, Shiraz University, Iran

4PHD in Neuropsychology, AWU

5Department of Exceptional Children, AllameTabatabi’ee University, Tehran, Iran

6Department of Cilinical Psychology, Islamic Azad University, Zanjan, Iran

Pub. Date: August 31, 2015

Cite this paper:
Parvin Zolghadri, Feyzollah Shirazi, Ali Taghinezhad, Nasram Shayan, Nasrollah Veysi and Roghaye Afshar. On the Role of Learning Styles Components (Objective Experience, Reflective Observation, Abstract Conceptualization, and Active Experimentation) on Students’ Mathematics Performance. American Journal of Educational Research. 2015; 3(9):1142-1148. doi: 10.12691/education-3-9-12

Abstract

The present study tries to explore the effect of learning styles on the mathematical performance of secondary school students. In addition to environmental and individual variables, learning styles are also influenced by culture and gender. To this end, a descriptive correlational procedure was followed. The sample consisted of 300 individuals, half being males and half females. Cluster sampling was utilized as a part of this investigation. To assess the learning styles of the students, Kolb's learning style questionnaire [19] was utilized. In this study, we utilized the first semester grades of the students in the academic year 2012-2013 in mathematics to gauge their mathematical performance. Descriptive statistics including was used to analyze the data, expressive measurements strategy including standard deviation, frequency calculation, chart, average, and inferential statistics methods including Pearson’s correlation coefficient, ANOVA, regression analysis, and post hoc tests were utilized. As the results showed, students’ performance was significantly predicted by concrete experience and abstract conceptualization significantly predicted the performance of students in mathematics. A significant difference was also observed between boys and girls in reflective observation and active experimentation learning methods. These results can have applicable implications in school consultations and be used in designing appropriate strategies by considering gender and learning styles.

Keywords:
learning styles performance in mathematics concrete experience reflective observation abstract conceptualization active experimentation

Creative CommonsThis work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]  Barary, Mohsen (2007). Investigating the relationship between Kelb’s tetragonal learning styles and educational progress. A thesis submitted in partial fulfillment of the requirements for the degree of master of art, Mazandaran University.
 
[2]  BazrAfshan, Azar& Safari, Yahya (2009). Investigating the relationship between learning styles and educational progress among the highschool students of Shiraz in English, Islamic Azad University of Marvdasht’s research-scientific quarterly: A new approach in educational management. Year 2, No. 4, PP. 17-30.
 
[3]  Tanhaiee, Alireza (2007). The educational points of mathematics. www.riyazimadrese.com.
 
[4]  Rahmani Shams, Hasan (2000). A comparison of personality types and learning styles among the male and female students in the four educational categories of Medicine, Engineering, Art, and Human Sciences in Universities of Tehran in the educational year 1998-1999. A thesis submitted in partial fulfillment of the requirements for the degree of master of art, AllameTabataba’i University.
 
[5]  Seyf, Ali Akbar (2008). Modern educational psychology (6th edition), Tehran: Dowran.
 
[6]  Talebi, Narges (2001). Investigating the relationship between characteristic types and learning styles among the female students of Tehran. A thesis submitted in partial fulfillment of the requirements for the degree of master of art, Islamic Azad University of Central Tehran Branch.
 
[7]  Taghvaiee, Ali (2003). Investigating the relationship between cognitive styles, mathematical anxiety and mathematical performance in highschool first grade male students, zone 7 of Tehran education department, A thesis submitted in partial fulfillment of the requirements for the degree of master of art, Tehran TarbiatMoallem University.
 
[8]  Ali Abadi, Khadijeh&Karimi, Yousef (2008). A comparison of the learning styles among fifth-grade elementary school students and third-grade junior high school students of Tehran, Education and training quarterly (PP. 10-11), Year 24, No. 2.
 
[9]  Masoumifard, Marjan (2008). Investigating the relationship between learning styles (visual, oral, reading/writing, dynamic, multi-sensory) and the educational progress of the students of Central Tehran PayamNour University, A thesis submitted in partial fulfillment of the requirements for the degree of master of art, PayamNour University.
 
[10]  Ashcraft, M. H., & Krause, J.A. (2009) Working memory math Performance and math anxiety. Psychonomic Bulletinand Review. 14 (2), PP.243-248.
 
[11]  Brockman, G. (2006) what factors influence achievement in remedial classes. A requires for the degree doctor of education.
 
[12]  Coker, Cheryl A(1995). Learning style consistency across cognitive and motor setting. journal preeptual and motor skills
 
[13]  Ertekin, E,D & Yazici, E (2009). The relationship between mathematics anxiety and lerning styles of preservice mathematics theachers. Social behavior and personality, 2009, 37(9). Pp 1187-1196.
 
[14]  Graf,S and Liu,T.(2009).Supporting teachers in identifying students learning styles in learning management systems:An automatic student modeling approach .Educational technology & society, 12(4). Pp 3-14.
 
[15]  Heffler, Bo. (2001) individual learning style and the learning style inventory, Educational studies.sep 2001.
 
[16]  Hide, M. (2009) "Kolb's experiental learning theory and its application in geography in higher Education", Journal of Geography, 99, pp. 185-195.
 
[17]  Hikson, J &Baltimor, M (1996) Gender, related learning styles and strategies patterns of middle school pupils. School psychology. International.
 
[18]  Husni,M(2006).Measuring the effect of anxiety reduction techniques on math anxiety levels in students enrolled in an HBCU college.Phddissertation.University of Mississippi.
 
[19]  Kolb, D .A .(1985) learning style inventory: self scoring inventory and interpretation booklet , Boston: mcber and company .
 
[20]  Kinshuk.Tzu,L.Sabine,G.(2009).Coping with mismatched courses:students behavior and performance in courses mismatched to their learning styles.Educational tech research.57:739-752.
 
[21]  Knight, K.H. elfenbin, M.H. & Martin, M.B.(1997) A psychometric reexamination of kolb's experiential styles construct: a separation of levels, style, and process.
 
[22]  Severience, S. E., Tendam, G,T.M. (1997) gender and gender identity Differences in learning style , educational psychology .
 
[23]  Wilfred, W.F., Allan, H.k.(2009). Promoting conceptual change of learning storing algorithm through the diagnosis of mental models; the effects Of gender and learning style.journal homepage: www.elsevier.com/locate/compedu.