PREPARATORY SCHOOL STUDENTS LEARNING STYLES AND STRATEGIES IN LEARNING MATHEMATICS IN ESTIE WOREDA, SOUTH GONDAR ZONE, AMHARA REGIONAL STATE, ETHIOPIA

Abstract

The objective of this study to investigate preferred learning styles and strategies of preparatory school students of Estie woreda. This study conducted in three preparatory schools in South Gondar Zone of Esstie Woreda. A descriptive design with quantitative and qualitative research methods were employed in the study while the instruments of the study were questionnaires and an interview. The sample comprised of 336 (168 male and 168 female) preparatory school students who were selected randomly. The study revealed that the most referred learning styles and strategies to learn mathematics by students were learning mathematics in the morning classes, formal ways of seating arrangements, widening logical reasoning and developing thinking ability, information written on a blackboard and supplemented by visual aids and listening to lessons presented by teachers and working on mathematics problems in groups with peers or in teams (extrovert style). There was a significant difference between female and male students’ preference of learning syles and strategies in learning mathematics. The majority of the students responded that mathematics was given as a compulsory subject in their school and it is a difficult subject and they did not understand it easily the main challenges that they faced to use their own preferred learning styles and strategies to learn mathematics. Moreover, because of their lack of their owned preferred learning styles and strategies negatively affected their success in mathematics. This study recommended that responsible bodies should assist students to use their own preferred learning styles and strategies and further investigations needed concerned with the learning of mathematics that improve the teaching learning processes in schools