Journal of Early Childhood and Primary Education

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https://kwasuspace.kwasu.edu.ng/handle/123456789/1186
The journal is floated in KWASU in the department of Early Childhood and Primary Education

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Browsing Journal of Early Childhood and Primary Education by Author "Dr. Yunusa Kayode, SAADU & Sheu Muritala Adaramoja"

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    RELATIONSHIPAMONG COGNITIVE STYLES OF FIELD INDEPENDENCE, FIELD DEPENDENCE AND SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN MATHEMATICS IN ILORIN EAST LOCAL GOVERNMENT, KWARA STATE
    (Department of Early Childhood and Primary Education, 2023-11-01) Dr. Yunusa Kayode, SAADU & Sheu Muritala Adaramoja
    Mathematics is key to science and technological development of any nation. Research has revealed the downward trend in students' performance in Mathematics and this has been partly traced to teacher and learner-related factors. Therefore, this study investigated the relationship between cognitive styles of field independence/ field dependence and students' achievement in Mathematics in Ilorin East Local Government, Kwara State. The objectives of the study were to assess: (i) students' profile of academic achievement (ii) students' cognitive styles (FI/FD) (iii) the relationship among field independence, field independence and students' achievement in Mathematics. The study adopted a descriptive research design of correlational type. The sample comprised 270 students III in Ilorin East, Kwara State. An adapted version of FI and FD Scale by Wyss (2002) and an adopted Mathematics Performance Test in WAEC May/June 2022 multiple choice past questions were used for data collection. The reliability coefficients and face and content validity of the instruments were determined. The data collected were analyzed using frequency count, percentage, and Multiple regression at 0.05 level of significance. The findings of the study revealed a significant positive relationship among field independence/ field dependence and students' achievement in 2 Mathematics (R =.041; F=5.684, p 0.05). The study concluded that students' academic performance in Mathematics has positive relationship with students' cognitive styles of field independence and field dependence. The implication of this study is that students' cognitive style is a positive factor of students' achievement in Mathematics. It was recommended among others that stakeholders, especially teachers, should take into account students' cognitive styles and adapt their teaching methods to suit the learners' cognitive styles especially in teaching mathematics.