ABSTRACT

This study examined the influence of cognitive style on junior secondary school students’ interest and achievement in computer studies in Abia State. The study specifically was guided by four research questions and four null hypotheses which were formulated. The literature related to the study was also reviewed under the conceptual framework, theoretical framework, empirical studies and summary of the literature review. The study adopted a causal comparative research design. The population of the study comprised 4568 with 2124 female and 2444 male drawn from junior secondary schools two students (JSS II) in Abia State. Based on Robert and Morgan’s (1970) formular for determining sample size from a known/finite population, a sample size of 354 was used for the study. Multi-stage sampling techniques were used for the study. Three instruments were used for data collection for the research which includes: Group Embedded figure Test (GEFT), Computer Studies Interest Inventory (CSII) and Computer Studies Achievement Test (CSAT). The instruments were validated by three experts in which two from measurement and evaluation and one in Computer Science department. A reliability index of 0.72 (CSAT) was obtained using Kuder-Richardson 20 and reliability index of 0.82(CSII) was obtained using Pearson product moment correlation coefficient. The researcher sought for permission from the principals of the selected schools to carry out the research.  The instruments were administered to the respondents with help of two research assistants. Data obtained for the study were analyzed using mean and standard deviation for the research questions while independent t test and analysis of variance (ANOVA) were used to test the null hypotheses at 0.05 levels of significance. The results of the data analyzed revealed that the students field independent cognitive styles achieved better than their counterpart in Computer Studies and that there was significant difference between the mean achievement scores of field independent and field dependent students in Computer studies test, that cognitive styles influenced students’ achievement as field independent students achieved better than field dependent students in Computer studies test, that students’ cognitive styles influenced their interest towards Computer Studies as students in field-independent had better interest towards the subjects than their field-dependent counterpart , that field-independent students had interest towards Computer Studies which positively influenced their academic achievement, that field-dependent students did not have interest towards Computer Studies which negatively influenced their academic achievement and that there was significant difference between students mean interest scores of field independent and field dependent students in Computer studies interest scale and that students’ cognitive styles influenced their interest as field independent students had more interest than field dependent students towards Computer Studies.