Abstract
The purpose of this study was to determine the student cognitive style in relation to their
academic achievement in mathematics. The objectives of the study were: a) to determine
the Students’ Cognitive style; b) to determine the differences in Students’ Cognitive style
among boys and girls; and c) to determine the relationship between Students’ Cognitive
style and mathematical achievement.
The results indicate that there is a difference in the manner in which learners perceive,
organize and represent the incoming information. These different characteristics of
learners influence how they will respond and function in situations of learning. The
learners with difficulties in representing and documenting procedures find mathematics
difficult.