Cognitive Style Profiles and Physics Achievement of senior secondary school students in Ogun State, Nigeria

Abstract

This study analysed physics students’ cognitive styles and physics achievement of senior secondary school students. Five hypotheses were tested. The sample consisted of 107 Senior Secondary III physics students from four co-educational secondary schools in  Ogun State. These students were categorized as analytic and non-analytic learners based on their performance on the Sigel’s Cognitive Style Test (SICOST). Results revealed that most of the students (69%) were analytic, and a significant difference in physics achievement in favour of analytic students was found. Also, a significant difference in favour of analytic boys (as against non-analytic boys) was found. However, there was no significant difference between the physics achievement of analytic and non-analytic girls. Based on these, the first and second, fourth and fifth hypotheses were rejected while the third hypothesis was upheld. The study concluded that teachers should endeavour to find out students’ cognitive style and use strategies consistent with it.

Keywords: Cognitive styles, physics achievement, senior secondary, students, profiles