Analysis of the relationship between learning styles and mathematics learning outcomes of elementary school students

Abstract

This study aims to analyze the relationship between learning styles and mathematics learning outcomes among elementary school students through a library research approach. The background of this study is based on the fact that students’ mathematics achievement often varies, which is suspected to be influenced by differences in learning style characteristics—namely visual, auditory, and kinesthetic. To gain a comprehensive understanding of this phenomenon, the study reviews ten scientific articles published between 2015 and 2024 that are relevant to the research topic. Data were collected using a data extraction sheet and analyzed through descriptive-analytical methods, descriptive statistical analysis, secondary inferential analysis, and qualitative thematic analysis. The synthesis results show that the visual learning style dominates at 42.5%, followed by auditory at 35%, and kinesthetic at 22.5%. Secondary correlation analysis indicates a positive and significant relationship between learning styles and mathematics learning outcomes, with r = 0.642 (p < 0.05), which falls into the strong category. These findings emphasize that alignment between learning styles and instructional strategies contributes to improved conceptual understanding, problem-solving skills, and students’ academic achievement. The study recommends the implementation of multimodal and differentiated instruction to accommodate diverse learning styles in elementary schools.