This quantitative study investigated mathematics achievement, attitudes toward mathematics, and motivational levels. It explored how having prior knowledge of one's preferred learning styles and completing online mathematics activities in those preferred learning styles affected learner mathematical achievement and determined what effect those activities had on learners' attitudes toward mathematics and motivational levels. Web-based mathematics activities that differentiated instruction were utilized for 180 sixth-grade middle school mathematics students in a public, rural school in the eastern United States. The instructional activities were used to teach middle school students through hands on, video, audio, numbers, and text to develop higher-order thinking skills while increasing achievement of solving algebraic equations. Entry surveys, Canfield Learning Styles Inventory, pretest, online activities, posttest, extension activities, and exit surveys were documented through a course management system and Web-based survey instruments in order to provide a comprehensive understanding of the results.

The data collected and analyzed indicated that on average, learners, regardless of learning styles knowledge, who completed online activities in their preferred learning styles, exhibited higher posttest scores than their corresponding pretest scores. Statistical analysis on participants' attitude levels indicated that completing online activities in their preferred learning styles had no significant effect on their attitude levels. Further statistical tests determined that neither treatment group affected participants' attitudes toward how helpful taking high school math courses would be to them and their attitudes toward their choice of being happier in a math class than in any other class. Analyzing participants' motivational levels found that completing online activities in their preferred learning styles had no significant effect on their motivational levels. Finally, additional statistical tests found that neither treatment group affected participants' motivational levels.

Although this study adds a small contribution to the literature, it demonstrates the need for additional research on learning styles involving other grade levels, different mathematical topics, other academic subjects, other geographical regions, and additional interactive tools. Long-term research could track how students' preferred learning styles change from kindergarten through their senior year. Finally, future studies could examine the impact on student achievement if students were assessed in their preferred learning styles.