Learning Style Preferences of BSEd- Math Major Students in Mathematics of Investment

Abstract

Student learning styles should affect assessment and instruction. Adapting the idea that people process information differently should guide our teaching. Much research has focused on learning style variations. Many feel that certain learning styles are better for certain subjects or expertise. This research examines students' learning styles and academic performance in Mathematics of Investment. VAK learning styles preference model correlation with BSEd Math majors' academic achievement. All first-year Visayas State University Bachelor of Secondary Education majors in Mathematics were targeted. The non-random purposive sampling method selected 27 students as respondents. Data was acquired using descriptive-survey research and Cynthia Arem's Learning Style Preference Inventory questionnaire. The Chi-Square Test compared Students' arithmetic grades to their learning styles. Results show that learning style affects student academic performance. Education-style questionnaires can help educators structure learning events in ways that are more popular or familiar to students by revealing respondents' preferences or self- beliefs. Educators should not assume that such attempts would improve student learning except to motivate volunteer effort. Knowing students' preferred learning styles can help educators overcome their tendency to treat all pupils equally and inspire them to use others.