Cognitive Flexibility Across Educational Transitions: A Comparative Study of Secondary School and University Students

Abstract

Cognitive flexibility, the mental ability to adaptively shift thinking and behavior in response to changing demands, plays a crucial role in academic and personal success. The transition from secondary school to university marks a significant developmental phase, yet its impact on cognitive flexibility remains underexplored. This study aimed to investigate differences in cognitive flexibility between secondary school (undergraduate) and university (postgraduate) students, with an additional focus on gender-based variations. A total of 100 participants, aged 16–25, were selected using stratified random sampling and equally distributed across four subgroups: male and female students from both educational levels. The Cognitive Flexibility Inventory (CFI) was administered to assess cognitive flexibility. Data were analyzed using SPSS (Version 27.0), with descriptive statistics and independent samples t-tests employed for hypothesis testing. Results revealed a significant difference in cognitive flexibility between educational levels, with postgraduate students demonstrating higher scores compared to undergraduates. However, no statistically significant gender-based differences were observed. These findings suggest that educational progression positively influences cognitive flexibility, while gender may not be a determining factor. The study underscores the importance of implementing educational strategies that foster cognitive adaptability, particularly among undergraduate students, to better equip them for academic and real-world challenges.