Examination of the relationship between the learning styles of 7th grade students and their attitudes and anxiety to mathematics

The aim of this study is to examine the relationship between 7th grade students' learning styles and their attitudes and anxiety towards mathematics. The population for this research was 7th grade students of a state secondary school in Mezitli district of Mersin province in the second semester of the academic year 2022-2023. The sample of research consisted of 100 students from the 7th grade in a secondary school. During the data collection in the research process and in order to identify students' learning styles, the Kolb Learning Styles Inventory, developed by Kolb (1999) and adapted to Turkish by Gencel (2006), was used. Also, the Mathematics Anxiety Scale, developed by bindak (2005), was depended on for determining students' math anxiety levels. The Mathematics Attitude Scale was used to find out students' attitudes towards mathematics. In order to analyze the research data, the SPSS program was used. Descriptive statistics were used to answer the research questions. Frequencies and percentages were used to determine the sample of the research. The Chi-square independence test was applied to find the relationship between the variables of the research. According to the results of the research, it was observed that 45% of the 7th grade students had "Divergent", 24% "Assimilative", 17% "Convergent" and 14% "Accommodator" learning style, respectively. it has been observed that there is not a significant relationship between the 7th grade students' Kolb's learning style, their attitudes towards mathematics and their anxiety. On the other hand, both the attitudes towards mathematics and the anxiety levels of the students participating in the research were found to be moderate.