A Study of Cognitive Style in Relation to Academic Achievement and Problem Solving Ability of Higher Secondary Students

Abstract

This study was conducted to examine the Cognitive Style in relation to Academic Achievement and Problem Solving Ability of Higher Secondary Students. A representative sample of 210 Secondary school students of Agra city were selected through Multistage Random Sampling Method. For the collection of data, the Cognitive style inventory by Dr. Praveen Kumar Jha, Academic Achievement Test in Science by Dr. S.C. Gakhar and Dr. Rajnish and Problem Solving Ability Test by L. N. Dubey were used. The collected data was analyzed by applying mean, S.D. and correlation. The findings of the study revealed that 31% students had systematic style, 18% had intuitive style, 35% had integrated style, 5% had undifferentiated style and 11% had split style and 22.38% students had low ability, 44.76% had average ability, and 32.85% had high problem solving ability and 15% had low ability, 57% had average ability, and 28% of higher secondary students had high Academic Achievement. Cognitive style don’t have any relationship between academic achievement and problem solving ability because Learning style can’t be utilized as a premise to assess the execution of learners, however, inspiration, scholarly capacity, and approach when studying are the elements that influence learner’s accomplishment.