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 Veysi^5, 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

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

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