Learning Styles and Proficiency in Solving Quadratic Equations among Grade 9 Students

Abstract

Aims: This study aimed to investigate the relationship between learning styles and students’ proficiency in solving quadratic equations. Specifically, the study determined the learning style of the Grade 9 students; assessed the performance of the respondents in solving quadratic equations; and determined whether there was a significant relationship between learning style and proficiency in solving quadratic equations. Study Design: The study employed a quantitative research design, particularly a descriptive-correlational method. Place and Duration of Study: The study was conducted in three schools of the Pacific Area of the Department of Education Division of Northern Samar. Methodology: The study comprised 120 Grade 9 students. The study utilised two research instruments: a modified Kolb’s Learning Style Inventory (KLSI) and a five-item researcher-developed Quadratic Equation Proficiency Test. Statistical tools utilised were weighted means and Pearson product-moment correlation coefficient. Results: The Grade 9 students in the Pacific Area of the Division of Northern Samar exhibited varying levels of preference across the four learning styles identified in Kolb's Experiential Learning Theory. The assimilating learning style obtained the highest preference, interpreted as high preference. The converging and accommodating learning styles likewise registered high preferences. The diverging learning style showed a moderate preference. The majority were classified at the beginning proficiency level, while none reached proficient or advanced levels. Only the assimilating learning style showed a significant positive relationship with proficiency, although the relationship was weak. The diverging, converging, and accommodating learning styles did not show significant relationships with proficiency. Conclusion: Mathematics instruction becomes more effective when lessons incorporate systematic procedures, guided practice, and application-oriented activities aligned with these dominant learning orientations. The majority of learners have not yet achieved the conceptual and procedural competencies necessary for effective problem-solving in quadratic equations which highlights the need for structured and progressive instructional interventions that develop conceptual understanding and procedural fluency simultaneously. Improving proficiency depends more strongly on strengthening conceptual understanding and procedural skills than on matching instruction to learning styles alone.