Learning Styles and Quantitative ability as Predictors of Primary Pupils’ Achievement in
Mathematics in Oorelope and Irepo Local Government Areas, Oyo State, Nigeria
Mathematics serves as a tool for an individual to live in the society and to contribute meaningful to the development of the society. Through literature searched, studies have shown that various factors do promote or inhibit the performance of students in Mathematics across all states and levels of Nigerian educational system. This study was designed to investigate the predictive power of learning styles (visual, auditory and kinesthetic) and quantitative ability on pupils’ performance in Mathematics. The study adopted a correlation design. 200 primary four pupils formed the sample and the pupils were randomly selected from eight primary schools in Oorelope and Irepo local government areas, Oyo state. Three self-constructed instruments were used for data collection, the instruments were Learning Styles Scale (LSS), Quantitative Ability Test (QAT) and Mathematics Achievement Test (MAT). LSS was validated using Cronbach alpha method with the
reliability coefficient of 0.87. QAT and MAT were validated with KR20 and their eliability
coefficients were found to be 0.82 and 0.79 respectively. The results of the finding showed a linear relationship between the predictors and the criterion; the combination of predictor variables yielded a multiple correlation of 0.631 with students’ performance in Primary mathematics. The multiple correlation of 0.631 indicated a moderate relationship between the predictors (learning styles and quantitative ability) and pupils’ performance in Mathematics; it implied that the obtained regression equation resulting from the set of the four predictor variables allow reliable prediction of pupils’ performance in Mathematics. The four predictor variables accounted for 39.8% of the observed variance in the students’ performance in primary Mathematics. The study revealed that the four predictor variables contributed significantly to the prediction model. It implies that learning styles and quantitative ability are key determinants of pupils’ performance in
primary Mathematic. The study recommends that learning styles and quantitative ability should be considered in improving pupils’ performance in primary Mathematics.
Keywords: Learning styles, Quantitative ability, Performance, Mathematics
Oyegoke, Deborah Adepeju
Learning Styles and Quantitative ability as Predictors of Primary Pupils’ Achievement in Mathematics in Oorelope and Irepo Local Government Areas, Oyo State, Nigeria
Mathematics serves as a tool for an individual to live in the society and to contribute meaningful to the development of the society. Through literature searched, studies have shown that various factors do promote or inhibit the performance of students in Mathematics across all states and levels of Nigerian educational system. This study was designed to investigate the predictive power of learning styles (visual, auditory and kinesthetic) and quantitative ability on pupils’ performance in Mathematics. The study adopted a correlation design. 200 primary four pupils formed the sample and the pupils were randomly selected from eight primary schools in Oorelope and Irepo local government areas, Oyo state. Three self-constructed instruments were used for data collection, the instruments were Learning Styles Scale (LSS), Quantitative Ability Test (QAT) and Mathematics Achievement Test (MAT). LSS was validated using Cronbach alpha method with the reliability coefficient of 0.87. QAT and MAT were validated with KR20 and their eliability coefficients were found to be 0.82 and 0.79 respectively. The results of the finding showed a linear relationship between the predictors and the criterion; the combination of predictor variables yielded a multiple correlation of 0.631 with students’ performance in Primary mathematics. The multiple correlation of 0.631 indicated a moderate relationship between the predictors (learning styles and quantitative ability) and pupils’ performance in Mathematics; it implied that the obtained regression equation resulting from the set of the four predictor variables allow reliable prediction of pupils’ performance in Mathematics. The four predictor variables accounted for 39.8% of the observed variance in the students’ performance in primary Mathematics. The study revealed that the four predictor variables contributed significantly to the prediction model. It implies that learning styles and quantitative ability are key determinants of pupils’ performance in primary Mathematic. The study recommends that learning styles and quantitative ability should be considered in improving pupils’ performance in primary Mathematics. Keywords: Learning styles, Quantitative ability, Performance, Mathematics