Effect of Cognitive Learning Style on Mathematics Achievement

Authors

  • Rahmatullah Bhatti 1National University of Modern Languages, Islamabad, Pakistan
  • William Bart University of Minnesota, USA

Keywords:

Academic achievement; Mathematics achievement; Convergent learning style; Divergent learning style.

Abstract

The present study was designed to explore the influence of cognitive learning styles on levels of mathematics achievement. The participants in this study were 176 secondary school students in Islamabad, Pakistan. The frequencies of the participants in the two learning style categories are the following: Convergent (n = 99) and Divergent (n = 76). The instruments used in the study were the Convergent and Divergent Test, the Annual Gazette 2010 of the Federal Board of Intermediate and Secondary Education Islamabad, and a Demographic form. The major finding of the study is that learning styles were highly associated with student mathematics achievement.

Author Biographies

Rahmatullah Bhatti, 1National University of Modern Languages, Islamabad, Pakistan

Rahmatullah Bhatti is a PhD Scholar at the National University of Modern Languages in Islamabad, Pakistan. E-mail:ismailbhatti@gmail.com

William Bart, University of Minnesota, USA

William Bart, Ph.D (Education) is a Professor in Educational Psychology at the University of Minnesota, USA.E-mail: bartx001@umn.edu

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Published

2021-02-04

How to Cite

Bhatti, R. ., & Bart, W. . (2021). Effect of Cognitive Learning Style on Mathematics Achievement. Staff and Educational Development International, 19(2&3), 117-123. Retrieved from http://journal.netsed.net/index.php/sedi/article/view/57