The Influence of Dependent and Independent Cognitive Styles on Achievement in Mathematics among Senior Secondary School Students in Bida Educational Zone of Niger State, Nigeria
Yunusa Umaru and Tukur, H. A
Journal Title:Journal of Research in Education and Society
This study employed ex-post-facto design. The study investigated the influence of dependent and independent cognitive styles on students’ achievement in Mathematics. The study was guided by four research questions, two null hypotheses that were tested at 0.05 levels of significant. The population consisted of all the 40 senior secondary schools in Bida Education Zone of Niger State. One Hundred (49 dependent and 51 independent cognitive style) students, were drawn from the senior secondary schools, using multi-stage sampling technique, that constituted the sample of the study. Instruments adopted for data collection were the Student Group Embedded Figures Test (Witkin and Goodenough, 1984) used to determine the participants’ Cognitive Styles Questionnaire (PCSQ) and Mathematics Achievement Test (MAT). Data collected were analyzed using mean, standard deviation and t-test. The findings of the study show that independent cognitive style students achieved significantly higher than their dependent cognitive style counterpart in Mathematics Achievement Test. It was also not consistent across gender levels. Recommendations among which include, that teachers should use independent strategies in integrating with students in the classroom, especially in mathematics, and other science related subjects.