The Learning Style and Degree of Knowledge of Sixth-Grade Pupils with Foundational Math Subjects

Abstract

A three-point Likert scale survey was used to determine the learning styles of one hundred (100) sixth-grade students. Students were asked to rate their preferred way of learning adopting a three-point rating system in twenty questions. The researcher also gave them a test on basic arithmetic concepts to see how proficient they were. There were five sections: low, acceptable, Good, very good, and Excellent. The pupils were audio learners due to their favored modes of studying. In view of this, most pupils find listening to be enjoyable during their educational experience. In terms of proficiency, 4 pupils, or 3.21%, have a good understanding of the fundamentals of mathematics, whereas 73 pupils, or 73.00%, have a low mastery. The total mean is 27.63, which is within the low proficiency range of 50–64.9 for fundamental math concepts. This indicates that a majority of learners have not become highly competent in the basic concepts of math. When comparing techniques for learning according to profile variables which includes age, parents' educational background, occupation, monthly income, and education tastes, there may be not a significant distinction. The theory has therefore been rejected. There was not a significant disparity in the participants' level of competency in fundamental mathematics concepts when they were categorized based on their profile characteristics, which included the gender of the students, their academic history, the occupation, their yearly salary, and the education types of the parents. Consequently, the hypothesis was shown to be incorrect. Additionally, there is not a great relationship between what a pupil likes to learn and their degree of ability in the basics of math. Therefore, their favored ways of learning will not have an impact on their level of ability in the basics of math.