RELATIONSHIPAMONG COGNITIVE STYLES OF FIELD INDEPENDENCE, FIELD DEPENDENCE AND SENIOR SECONDARY STUDENTS' ACHIEVEMENT IN MATHEMATICS IN ILORIN EAST LOCAL GOVERNMENT, KWARA STATE
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Date
2023-11-01
Journal Title
Journal ISSN
Volume Title
Publisher
Department of Early Childhood and Primary Education
Abstract
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.