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DOI

10.14221/ajte.1979v4n2.3

Abstract

Research conducted in the field of cognitive style suggests there are certain learning styles which can be identified, defined and measured. However, the literature points out that a neglected aspect of research is an exploration of relationships between students' cognitive styles and performance. The goal of this study was to explore whether the cognitive style manner of reasoning scales were jointly and differentially, related to student teachers' academic performance. The sample consisted of 40 primary school student teachers enrolled in the second year of the Diploma in Teaching course at the Townsville College of Advanced Education, Townsville, Queensland. Data was gathered by the Hill Cognitive Style Mapping instrument. Student teacher scores on an academic task were used to measure performance. The data were analysed by multiple and stepwise regression techniques. Results of the study were that: (a) cognitive style manner of reasoning scales, operating jointly, contributed 30.~.% of the variance in student teacher academic performance and (b) cognitive style manner of reasoning scales - . relationships, categorical and appraisal, operating differentially, accounted for 9.8%, 9.1 % and 8.7% respectively, of the variance in student teacher academic performance. Results were statistically significant at the .05 level.

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Link to publisher version (DOI)

10.14221/ajte.1979v4n2.3