Students’ Learning Styles and General Mathematics Achievement: Basis for the Development of Strategic Intervention Material

Abstract

This study determined the learning styles and General Mathematics achievement of Grade 11 students in Congressional District 4 of Batangas Province for the School Year 2024-2025. The study used a quantitative-descriptive research design and utilized two instruments, Kolb’s Learning Style Inventory and a researcher-made test. Three hundred sixty-four respondents were determined through the use of the Raosoft sample size calculator with a 5 percent margin of error.

Results revealed that the General Mathematics achievement of the students under the Academic and TVL Tracks falls under the category Did Not Meet Expectations. Most of the students under the Academic track prefer a Divergent Learning Style, while students in the TVL track prefer an Accommodating Learning Style. There is a significant association between the students’ learning styles and their Senior High School (SHS) Tracks, the Academic and TVL Tracks. However, there is no significant association between the General Mathematics achievement and the students’ learning styles. Consequently, the proposed Strategic Intervention Material (SIM) was based on the identified least mastered competencies in the General Mathematics test and the dominant learning styles of the Academic and TVL students.