Exploring Mathematics Achievement Goals Using Kolb’s Learning Style Model

This research work is an exploration of causality connection of learning styles to mathematics achievement goals. The objectives of the study are as follows: (1) to identify the mathematics achievement goal of students when grouped according to preferred learning style (2) to identify the learning style of students when grouped according to preferred mathematics achievement goal and (3) to determine if there is a significant difference in each mathematics achievement goal when grouped according to learning style. The researcher used explanatory cross-sectional design. The Revised Achievement Goal Questionnaire and Kolb’s Learning Style Inventory 3.1 were utilized to collect data. Results show that respondents hold mastery-approach achievement goals regardless of learning styles. Also, students with approach type of mathematics achievement goals hold assimilative learning style which operates on reflective observation and abstract conceptualization; and students with avoidance type of mathematics achievement goals hold accommodative learning style which operates on active experimentation and concrete experimentation. Furthermore, findings show that there is no significant difference in the mathematics achievement goals based on learning style. Exploratory research is recommended to understand why students with approach type of mathematics achievement goals hold assimilative learning style and why students with avoidance type of mathematics achievement goals hold accommodative learning style.

Keywords: achievement goals, learning style, mathematics