The Impact Of Cognitive Style On Achievement In Mathematics In Secondary Schools In Kenya

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.