Gender and Learning Styles as Correlates of Grade Six Mathematics Performance in Selected Schools in Buffalo City, South Africa

Abstract

Mathematics is one of the crucial disciplines that advances science and technology and contributes to any country's economic development. However, students perform poorly in Mathematics classes because of numerous variables. This study examines the connection between two factors, gender and learning preferences, and the mathematical performance of sixth-grade students in Buffalo City. Since this work takes a quantitative approach, the research strategy used is correlational. A stratified sampling technique was used to select 1225 from the population of Grade 6 students in Buffalo City Education District. Descriptive and inferential statistics were used to analyse the data. The findings showed that learning styles have a positive impact on Mathematics performance (r = 0.999; p>0.05). Nevertheless, these styles affect Mathematics performance in the following order: visual learning style (  = 13.242, SD = 5.565), takes the lead, followed by students with auditory learning style ( = 12.996, SD = 3.883), and Kinaesthetic learning style ( = 11.525, SD =3.800). There is no significant difference between male and female Grade 6 Mathematics performance in Buffalo city (t = -.217, df = 1218, p>0.05). The study concluded that one of the most fundamental issues to consider in improving Mathematics performance is the understanding of the students’ learning styles.