The Influence of Interest, Motivation, and Learning Style on Grade 6 Pupils’ Mathematics Performance

Abstract

This study examines the influence of interest, motivation, and learning styles on the mathematics performance of Grade 6 pupils. It specifically explores how these factors—categorized into interest, motivation, and visual, auditory, and tactile learning styles—affect students’ academic outcomes. Conducted in Dingalan, Aurora, during the School Year 2023-2024, the study employed a quantitative descriptive-correlational research design. Data were gathered from 239 purposively selected pupils using survey questionnaires. Statistical analyses, including correlation tests, were performed to determine the relationships between pupils’ learning attitudes and their academic performance in mathematics. The findings reveal a significant positive correlation between pupils’ interest, motivation, and visual learning styles with their mathematics performance. However, auditory and tactile learning styles did not show a significant impact on academic achievement. Additionally, the study highlights a gender difference, with female pupils performing better than their male counterparts. These results underscore the importance of fostering engagement, motivation, and visual learning strategies to enhance mathematics learning outcomes. The study recommends that educators and policymakers implement teaching approaches tailored to students' learning styles to improve engagement and performance. Further research is suggested to explore additional factors, such as parental involvement and classroom environment, that may influence students' mathematics achievement.