Learning Strategies, Environment, and Mathematics Performance of the Students: A Regression Analysis

This descriptive-correlational study examined the learning strategies, learning environment, and mathematics performance of 102 randomly chosen first-year students from selected teacher education programs at a state university in Negros Occidental. Using a validated 58-item questionnaire, data were gathered to assess variables such as students’ visual, auditory, read/write, and kinesthetic (VARK) learning strategies, alongside their adaptability to their learning environment. Statistical analyses included mean and standard deviation calculations, with Independent Samples t-tests, One-Way ANOVA, and Pearson’s r for normally distributed data, and Mann-Whitney U-test and Spearman’s rho for non-normally distributed data. Multiple regression analysis was also employed to determine predictive relationships. Findings revealed high levels of learning strategies, adaptability in the learning environment, and overall mathematics performance among the students. Group comparisons showed significant differences in learning strategies across visual, auditory, read/write, and kinesthetic modalities. In the learning environment, adaptability, no significant difference was observed by school of origin, while a significant difference was noted by program. Mathematics performance showed no significant difference by school of origin but differed significantly by program. Meanwhile, a moderate positive correlation was found between students’ learning strategies and their mathematics performance, while a slight positive correlation was found between the learning environment and mathematics performance. Importantly, students’ learning strategies statistically significantly predicted their mathematics performance. This implies that the approach the students take to learn has a significant impact on their mathematics outcomes. The study suggests that varied learning strategies also provide varied results in their performance in mathematics, implying that this factor, supported by the learning environment, plays a vital role in enhancing academic success in mathematics.