Students' Perception of Instruction, Cognitive Style, and Achievement

Abstract

One purpose of this study was to explore relations of field dependence/independence and locus of control with students' perceptions of a teacher's use of instructional cues and the cognitive responses the teacher intends students to make to these cues. Another purpose was to examine how cognitive style and students' ability to perceive instructional cues and cognitive responses jointly relate to students' achievement. Data from 87 students in Grade 6 indicate that the two cognitive style measures relate neither to students' perception of instructional cues nor to cognitive responses. However, measures of both perceptions were related to achievement, even after statistically controlling for verbal ability. Results are interpreted in terms of students' perceptions as mediating links between teaching events and students' achievement of curricular objectives.