Field Dependence-Field Independence Cognitive Style, Gender, Career Choice and Academic Achievement of Secondary School Students in Emohua Local Government Area of Rivers State

Abstract

This is a descriptive study that investigated the relationships among field dependence-field independence cognitive style and gender, career choice and academic achievement of secondary school students in Emohua Local Government Area of Rivers State, Nigeria. From the initial sample of 320 senior secondary school one (SS1) students drawn from the population of SS1 students in the local government area using cluster and simple random sampling techniques, a final sample of 158 SS1 students participated in the study. Three research questions were answered and four null hypotheses tested at 0.05 level of significance. The instrument for data collection was Group Embedded Figures Test (GEFT).Research question one was answered using percentage while mean was used to answer research questions two and three. Hypotheses one and four were tested using chi-square and hypotheses two and three were tested using student’s t-test statistical tool. It was found that; A higher proportion of the male respondents were field independent while a higher proportion of the female respondents were field dependent; There was a significant relationship between field dependence-field independence cognitive style and gender; Field independent students had a higher mean achievement in sciences than the field dependent students while field dependent students had a higher mean achievement in arts than the field independent students; There was a significant relationship between field dependence-field independence cognitive style and career choice of the students. Based on these findings, appropriate recommendations were made.

Keywords: Field dependence-field dependence, cognitive style, gender, career choice, GEFT, ambiverts, science and arts.