A Comparative Analysis of the Relationship between Learning Styles and Mathematics Performance

Autor/inn/en	Ma, Vania J.; Ma, Xin
Titel	A Comparative Analysis of the Relationship between Learning Styles and Mathematics Performance
Quelle	In: International Journal of STEM Education, 1 (2014), Artikel 3 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2196-7822
DOI	10.1186/2196-7822-1-3
Schlagwörter	Cognitive Style; Comparative Analysis; Mathematics Instruction; Mathematics Achievement; Cross Cultural Studies; Middle School Students; Hierarchical Linear Modeling; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Competition; Correlation; Cooperative Learning; Statistical Analysis; Student Characteristics; Hong Kong; Japan; South Korea; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Cultural comparison; Kulturvergleich; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Wettkampf; Korrelation; Kooperatives Lernen; Statistische Analyse; Hongkong; Korea; Republik; USA
Abstract	Background: As an effort to account for disparities in mathematics performance between American and East Asian middle school students, the present research aims to compare the relationship between learning styles (competitive and cooperative) and mathematics performance among middle school students between the USA and the three top-performing East Asian countries (Hong Kong, Japan, and Korea) in 2003 Programme for International Student Assessment (PISA). Results: Results from hierarchical linear model (HLM) with students nested within schools demonstrated three key findings: (a) competitive learning had a statistically significant positive though small relationship with mathematics performance in all four countries, (b) cooperative learning had a statistically significant positive though small relationship with mathematics performance in the three East Asian countries but not in the USA, and (c) the relationship between competitive learning and mathematics performance was as strong as the relationship between cooperative learning and mathematics performance across the three East Asian countries. Conclusions: Although American students are stronger competitive and cooperative learners than their East Asian peers, they are not effective users of either learning style for the improvement of mathematics performance likely because of the way that both learning styles are practiced in American mathematics classrooms. Teacher education may hold the key to improve the educational practice of different learning styles as a strategy to improve mathematics performance of students in the USA and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01