The Effects of Learning Styles and Learning Motivation on Mathematics Achievement Among Seventh-Grade Students at SMP Makassar Raya
DOI:
https://doi.org/10.55927/marcopolo.v4i5.42Keywords:
Learning Styles, Learning Motivation, Mathematics AchievementAbstract
This study aimed to examine the effects of learning styles and mathematics learning motivation on mathematics achievement among seventh-grade students at SMP Makassar Raya. The study employed a quantitative approach with an ex post facto design. The population comprised 30 seventh-grade students in a single class. All members of the population were included in the sample using total population sampling. The data were analyzed using descriptive and inferential statistics. The descriptive analysis revealed that the mean learning style score was 72.23, with a standard deviation of 9.464, classified as high; the mean mathematics learning motivation score was 72.73, with a standard deviation of 5.172, classified as high; and the mean mathematics achievement score was 80.83, with a standard deviation of 5.402, classified as very high. The inferential analysis indicated that learning styles and mathematics learning motivation jointly predicted mathematics achievement significantly, with the regression equation Ŷ = 18.937 + 0.2247X₁ + 0.6278X₂ and a coefficient of determination of R² = 0.963. Together, these variables explained 96.3% of the variance in mathematics achievement. Thus, learning styles and mathematics learning motivation were jointly significant predictors of students’ mathematics achievement, with positive regression coefficients
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