Investigating the Relationship Between Learning Style, Attention, and Mathematical Problem Solving in Students with the Mediating Role of Embodied Learning
Keywords:
Embodiment learning, learning , style , Attention , solving math problemsAbstract
Purpose: This study aimed to examine the relationship between learning styles and attention with mathematical problem-solving, mediated by embodied learning style among fourth-grade students in Mashhad District 5.
Methodology: This research employed a descriptive-correlational design and structural equation modeling. Using cluster random sampling, 364 students were selected from a population of 6,892. Data were collected through the Mamickam Learning Style Questionnaire (2010), Brown and Ryan's Attention Questionnaire (2003), a researcher-made Embodied Learning Style scale, and a TIMSS-based math problem-solving test. Data analysis was conducted via Smart-PLS.
Findings: The results indicated that the embodied learning style plays a significant mediating role in the relationship between preferred learning styles and attention with mathematical problem solving. Direct associations among learning style, attention, and embodied learning with math problem-solving were statistically significant. Structural model indices (R² and Q²) were strong, and measures of convergent and discriminant validity, as well as composite reliability, were acceptable.
Conclusion: Embodied learning style proves to be a novel and effective approach to improving mathematical problem-solving abilities by integrating cognitive, emotional, and physical dimensions of learning. It offers a holistic learning environment that enhances engagement and contextual understanding of math concepts.
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