Examining the relationship between mathematics learning approaches and learning styles of secondary school students

The aim of this study is to examine the relationship between secondary school students' approaches to learning mathematics and their learning styles. Survey model, one of the quantitative research methods, was used in the study. The mathematics learning approaches scale (MÖYÖ) and Kolb's learning styles inventory (KÖSE 3) were used as data collection tools. The sample of the study consisted of a total of 818 students studying in three secondary schools with different academic achievement levels in a central district of Gaziantep province in the 2023-2024 academic year. Independent t-test, one-way analysis of variance (ANOVA) and Chi-Square tests were used to analyse the data obtained in the study. The findings of the study revealed that secondary school students adopted the strategic learning approach the most among the learning approaches. In addition, it was determined that there was a significant difference in strategic learning approach according to gender and this difference was in favour of female students. When the learning approaches of the students according to their grade level were analysed, it was found that 5th grade students adopted the surface learning approach more than 6th and 8th grade students. On the other hand, it was observed that students with high level of mathematics achievement adopted in-depth and strategic learning approaches. When the findings obtained regarding learning styles were analysed, it was determined that secondary school students had the most accommodative learning style. The findings of the research suggest that school academic achievement level may be an effective variable on the learning approaches and learning styles adopted by students. In addition, it was determined that there was a statistically significant relationship between secondary school students' approaches to learning mathematics and their learning styles.