Influence of field dependent-independent cognitive style on students’ academic achievement in English language in junior secondary schools in rivers state
Samuel, Mercy Nornu, DR Goodness W Orluwene
The study investigated the influence of field dependent and field independent cognitive styles on JSS3 students' academic achievement in English Language in Rivers State. Nigeria. The study adopted the causal-comparative research design with a Sample size of 396 students. An adopted instrument titled Group Embedded Figure Test (GEFT) and a self-designed English language Achievement Test (ELAT) were used for data collection. Test re-test coefficient of 0.74 and Kuder-Richardson coefficient of 0.85 were established for GEFT and ELAT respectively. Five research questions and five null hypotheses guided the study. Mean and standard deviation were used to answer the research questions while independent samples t-test was used to test the null hypotheses at 0.05 level of significance. The study revealed that students who are field independent in their cognitive style outperformed their field dependent counterparts in English Language. It was also found that male students who are field independent (FI) and field dependent (FD) outperformed their female counterparts in English Language test. It was recommended among others that teachers and school authorities should identify students’ cognitive styles; separate them into different classes in order to enhance appropriate teaching methods which can consequently enhance their academic achievement.