Effect of Cognitive Styles on Senior Secondary Students’ Interest and Achievement in Biology in Benue State, Nigeria

Author

Fanyam F.M., Okwara O.K., (Prof). Adejoh M.J.


Abstract

 The study investigated the effect of cognitive styles on senior secondary students’ interest and achievement in Biology in Benue State, Nigeria. The study was guided by 2 research questions and 2 hypotheses. The research design for the study was ex-post-facto. The total population of the study was 66, 586 Senior Secondary Two (SSII) students (36052 males and 30534 females) from 301 co-educational schools in Benue State. The sample for the study was 398 SSII students (181 males and 217 females). Three instruments were used for the collection of data. The instruments are: Group Embedded Figures Test (GEFT), Biology Interest Inventory (BII), and Biology Achievement Test (BAT). Data collected was analyzed using mean and standard deviation to answer research questions while hypotheses were tested using t-test at 0.05 level of significance. The decision rule for the acceptance or rejection of the hypotheses was based on the P – value. A hypothesis of no significant difference was rejected for any item whose P- value was less than 0.05 while it was not rejected for any item whose P- value was greater than or equal to 0.05. The findings revealed a significant difference in mean interest rating of field dependent and field independent male and female students in Biology. The findings also revealed a significant difference in mean achievement of field dependent and field independent students in Biology. However, there was no significant difference in mean achievement of field dependent and field independent cognitive styles of male and female students’ in Biology. The study recommended that teachers should have adequate knowledge of dominant cognitive style category in their classes as this could facilitate and ensure more meaningful learning as well as serve as a guide for selection of teaching methods that would boost students in the subject. Also there is every need for identifying students cognitive styles in the teaching and learning process for a more inclusive and effective learning.



Keywords

Cognitive styles, Interest and Achievement



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References


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