The effect aural learning styles have on the performance of the first-year University of Namibia Mathematics students when learning solving quadratic equations

Abstract

This study examined the effect aural learning styles have on the performance of the first-year University of Namibia mathematics students when solving quadratic equations. The study was fuelled by the persistent problem of poor performance in Basic Mathematics, a first year module for pre-service mathematics teachers. Against the foregoing background, the objective of the study was to find out if there are statistically significant differences in the students' performance with aural learning styles when learning to solve quadratic equations. The study was underpinned by Flemings’ VARK Model developed in 1987. Quantitative methods approach was used to gather data from the participants. A single-group design utilising pre-test-post-test with an intervention was employed to collect quantitative data. The quantitative data were analysed using t-test, to test the hypothesis that there is no statistically significant difference in the first-year students ‘performance using aural learning style during the pre-test and post-test when learning to solve the quadratic equations. The study population comprised 469 first-year Mathematics students and drew data from a sample of 45 students. The participants were selected through convenience sampling and random sampling, and taught on different times using different strategies (Power point presentations, lecturing and self-study). The main finding of the study revealed that there were statistically significant differences (the test scores, t (44) = 2.015, ρ < 0.001 at α < 0.05 confidence level) in students' performance with aural learning styles during the pre-test and post-test when learning to solve the quadratic equations. The study also found that the study the students perform better when the teaching methods are aligned with their learning styles. Based on the findings the study recommends that that the lecturers use teaching strategies that are suitable for aural learning styles such as lecturing and audio recordings.