Learning styles of fundamental mathematics students

摘要

The aim of this study is to identify and compare the preferred learning styles of students in the eight (8) faculties of UiTM Sarawak. This study also analyzes the similarities and differences by gender and course achievements within and among these groups of students. Canfield Learning Styles Inventory (CLSI) is adapted as measuring instrument in this study. The data reveal that there are significant differences of preferences for the learning styles of Mathematics students among the 8 faculties with respect to scales of Detail, Authority, Numeric, Qualitative, Inanimate, People, Reading, and Direct Experience. Male students show strong preferences for scales of Instructor, Inanimate, and Direct Experience whereas female students show strong preferences for scales of Detail, Independent, Qualitative, and People. The scales of Organization, Numeric, A and B Expectations of the course grade are learning styles which contribute to a positive relationship to academic achievements while scales of Goal, Qualitative, People and D Expectation of the course grade are learning styles that have a negative relationship to academic achievements. This study also suggests that awareness of the learning styles of students would help lecturers adopt teaching methods to enhance the learning of Mathematics students and thus to improve students' academic achievements.