A study of mathematics teaching models of high schools based on Kolb’s learning style inventory

Abstract

The high school mathematics teaching model is investigated from the aspect of students' learning styles. The Kolb learning styles inventory was applied to questionnaire survey. A comparison of results from group teaching shows significant differences (P<0.05) in the academic performance and monthly test scores of students with different learning styles. 32.24% of students with a convergent learning style achieved the highest exam scores, while 17.54% of those with a divergent learning style had the highest monthly scores. It shows that learning styles have a certain degree of influence on high school mathematics performance and should be organically combined with learning styles, teaching models, and mathematics performance.

Keywords: learning style, Kolb’s inventory, high school mathematics, teaching model

DOI: 10.7176/JEP/15-2-01

Publication date: February 28th 2024