Relationship Between Learning Styles and Mathematical Creativity; A Correlational Study

This study aims to investigate the correlation between learning styles (visual, auditory, kinesthetic, and tactile) and mathematical creativity among Alternative Learning Style (ALS) students in Balingasag, Misamis Oriental during the school year 2022-2023. The research focuses on understanding how different learning styles influen ce mathematical creativity, providing insights into effective teaching strategies tailored to the specific needs of ALS students. The research employs a quantitative approach utilizing a correlational design to examine the relationship between learning styles and mathematical creativity. The participants of the study consist of currently enrolled ALS students in Balingasag, Misamis Oriental, who have opted for alternative learning methods. The sample size will be determined using a random sampling technique to ensure representativeness. To measure the learning styles, a modified version of the Visual-Auditory-Kinesthetic- Tactile (VAKT) learning style inventory will be used. This inventory will assess the preferred learning style of each paticipant based on their individual tendencies towards visual, auditory, kinesthetic, and tactile learning modalities. Mathematical creativity will be assessed using a validated mathematical creativity scale that captures participants' ability to generate original ideas, flexibility in problem- solving, and fluency in mathematical reasoning. Statistical analysis, including Descriptive Statistics and Biserial Correlation, will be employed to examine the relationship between learning styles and mathematical creativity among ALS students. The findings will provide valuable insights into the impact of learning styles on mathematical creativity and help educators develop tailored instructionalstrategies to enhance mathematical learning experiences for ALS students. The expected results will contribute to the growing body of research on the relationship between learning styles and mathematical creativity, specifically among ALS students. The findings may support educational practitioners in designing instructional materials and teaching methods that align with the diverse learning preferences of ALS students, ultimately fostering a more inclusive and effective learning environment.

Keywords: Learning Styles, Mathematical Creativity, Alternative Leaming System students

Available at: SRCB College Library