Cognitive Styles and Gender as Predictors of Students' Achievement in Summary Writing in Selected Secondary Schools in Ibadan, Nigeria

Bibliographic Data

ID5686072
AuthorsOladotun Opeoluwa Olagbaju (0000-0003-0192-9199)
Year2020
Volume2020
Pages1-9
Publication date2020-01-22
Open AccessYes
TypeARTICLE
VenueEducation Research International (JOURNAL)
Journal identifiersISSN: 2090-4010 • E-ISSN: 2090-4002
PublisherWiley (PUBLISHER • GB)
DOI10.1155/2020/8462368
OpenAlexW3001827408
LanguageEN
Citations received1
References cited7

Performance in the English language especially in public examinations in Nigeria has been very poor with summary writing identified as one of the dreaded aspects of the subject. Research efforts have shown that instructional practices in English studies are not tailored to learners' personality traits such as cognitive style and gender. Cognitive style is an individual's preferred means of receiving, processing, and making use of information. Gender also plays an important role in the teaching-learning process. This study considered the global and analytic dimensions of cognitive style. This study determines to what extent cognitive style and gender can predict students' achievement in summary writing. The research design is descriptive with 350 participants drawn from four senior secondary schools in Ibadan. Data were analyzed using regression analysis, and the results show that cognitive style and gender are predictors of students' achievement in summary writing. Teachers are encouraged to individualise instruction through the knowledge of learner-related variables

Cognition · Cognitive style · Descriptive statistics · Geography · Mathematics education · Medium of instruction · Personality · Style (visual arts · Education and Critical Thinking Development · Educational Assessment and Pedagogy · Learning Styles and Cognitive Differences · Psychology · Social Psychology

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