Effect of Cognitive Styles on Students' Attitudes and Academic Achievement in Mathematics
Abstract
This study examined the effect of cognitive styles on students' attitude and academic achievement in mathematics in senior secondary schools in the Abuja Municipal Area Council, Abuja. The study was anchored on four research questions raised based on the objectives of the study. The correlational survey research design was employed for the study. Population of the study composed of thirty-one thousand, two hundred and twenty-six (31,264) students in the thirty (30) senior secondary schools in the Abuja Municipal Area Council, Abuja. Sample size composed of one hundred and fifty-seven (157) senior secondary school two (SSS II) students from three intact classes in three schools. Data of the study were collected using Group Embedded Figure Test (GEFT), Mathematics attitude assessment scale (MAAS), and Mathematics achievement Test (MAT) with reliability indexes of 0.82, 0.78 and 0.81 respectively. The data obtained were analyzed using the descriptive statistics, independent samples t-test, and analysis of variance (ANOVA). Results found that students identified as field-independent generally exhibited more positive attitudes toward mathematics and performed better compared to their field-dependent and field-neutral counterparts. Also, those identified field-neutral are better in attitude achievement in mathematics than the field dependent counterparts. In addition, there is no significant difference between attitude and academic achievement of male and female students in mathematics. Based on the findings, it was recommended that policymakers should create policies that support differentiated instruction to cater for students' individual learning styles, curriculum planners should ensure that the curriculum for mathematics is designed with diversity in cognitive styles in mind, and school administrators should create conducive learning environment in schools for afford teachers to cater for the diverse needs of their students.