USR PUBLISHER

The present study investigates the achievement and attitude towards mathematics among senior secondary students in relation to their learning styles and perceived school climate. Mathematics achievement and atti-tude are crucial indicators of students’ academic success, yet wide variations are observed among learners despite uniform instructional practices. The study adopted a descriptive survey method. The sample consist-ed of senior secondary students studying mathematics, selected from government schools through an appro-priate sampling technique. Standardized tools were used to measure learning styles, attitude towards mathe-matics, and school climate, while academic achievement was assessed using students’ mathematics exami-nation scores. Statistical techniques such as mean, standard deviation, and correlation analysis were em-ployed to analyze the data. The findings revealed significant differences in students’ achievement and atti-tude towards mathematics across different learning styles and school climate dimensions. A positive rela-tionship was found between supportive school climate, effective learning styles, and higher achievement in mathematics. The study highlights the importance of learner-centered instructional strategies and a positive school climate in enhancing students’ mathematical performance and attitude. The findings have important implications for teachers, school administrators, and educational planners in designing inclusive and effective mathematics learning environments.