Association of Cognitive Learning Style with Attitude towards Science

Abstract

Scientific literacy has become an indispensable modern skill set. For a long time, cognitive psychologists and educators have been focused on the understanding of individual differences and its influence on teaching and motivation to learn science. This research was executed to find the association of Field Dependent- Field Independent cognitive learning styles and attitude towards science. Quantitative approach was used in this research and survey research method was used in it. A sample of 478 undergraduate science students was selected through stratified random sampling from three strata: BS Physics, Mathematics and Biosciences programs. The sample consisted of 158 male and 320 female undergraduate science students. The hypotheses were tested using chi-square , t-test and coefficient of correlation at 95% significance level. The data was collected through standardized test named as “SHAPES” to identify the cognitive learning style of students. The attitude towards science was measured through self-developed tool. The findings revealed that female undergraduate science students were significantly Field Independent and possess greater attitude towards science than Field Dependent undergraduate male science students. Significant relationship was found between attitude towards science and Field Dependent-Field Independent cognitive learning style. It is recommended that educators and curriculum developers focus on student’s individual difference so they can learn according to their respective learning styles. In this way, Field Dependent undergraduate science students may also possess better science related attitude in support of improved academic achievement.