Learning Styles of Mathematics Majors in Davao Central College: Basis for Intervention Plan

Abstract

This study investigates the learning styles of Mathematics majors at Davao Central College (DCC) as a foundation for developing an empirically driven intervention plan. Grounded in the Grasha-Riechmann Learning Styles Model (1974), the study employed a descriptive-comparative quantitative research design, systematically examining the learning styles of 106 Mathematics major students by utilizing the mean, standard deviations, independent sample t-tests, and ANOVA to determine statistical differences across gender, age, and year level. Findings indicate that the most preferred learning styles of the math majors are collaborative, with a mean of 4.24 categorized as high. Subsequently, the results revealed no significant difference in the learning styles among the respondents when analyzed according to gender, age, and year level. However, a significant difference in competitive learning styles was observed across year levels, with first-year students being more competitive compared to other year levels, yielding a p-value of 0.013 This trend aligns with theories of academic motivation and socio-cognitive development, suggesting that exposure to competitive academic environments and career-related pressures contributes to heightened performance-driven behaviors (Zimmerman & Schunk, 2011; Bandura, 1986). The study highlights the importance of adaptive instructional frameworks that incorporate both collaborative and competitive learning strategies to foster student engagement, resilience, and academic motivation. Recommendations include peer-assisted learning models, structured mentorship programs, and institutional interventions to promote balanced cognitive development across academic years. Future research should explore longitudinal assessments of competitive learning, examining the role of institutional culture, self-efficacy, and environmental influences in shaping students' evolving learning preferences.