A study of Academic Achievement of Senior Secondary School Students in relation to their Cognitive Style and Personality
DOI:
https://doi.org/10.31305/rrijm2022.v02.n02.005Keywords:
Academic Achievement, Cognitive Style, Personality, Senior Secondary School StudentsAbstract
The study aims to investigate the effects of cognitive style and personality on senior secondary school students' academic achievement in district Rohtak (Haryana, India). 160 secondary school science students were included in the sample; they were chosen at random from 10 senior secondary schools in Rohtak. Cognitive Style Inventory by Dr. Praveen Kumar Jha, and Introversion- Extroversion Inventory by Dr. P. F. Aziz and Dr. Rekha Gupta were used to measure the variables cognitive style and personality respectively. Marks obtained by respondents in class Xth were used as a measure of their academic achievement. Two-way ANOVA (2x2 factorial design) was used to analyze the gathered data. The findings show that the students' academic achievement is average and that cognitive style and personality have a significant independent impact on students' academic achievement. The results also show that these variables have a substantial two-factor interaction influence on students' academic achievement.
References
Albert, J. (2004) The Cognitive Style Index, A Measure of Intuition Analysis for School Students. Behaviour and Research Therapy, 26. Pp 337-354.
Aziz, P. F. & Gupta, R. (2002). Introversion Extroversion Inventory. National Psychological Corporation, Agra
Balasubramanium, M. & Sivakumar, D. (2018) Impact of Cognitive Style on Academic Achievement of higher secondary students.. Academia E-ISSN No- 2454-9916 Vol.: 4, Issue :8
Bassey, S. W., Umoren, G. and Udida, L. A. (2013). Cognitive styles, secondary school students’ attitude and academic performance in chemistry in Akwa
Ibom State- Nigeria. Retrieved at http://www.hbcse.tifr.res.in/episteme/episteme-2/e-proceedings/bassey.
Behrens, L.E. and Vernon, P. E. (1978). Personality correlates of overachievement and under-achievement. British Journal of Educational Psychology, 48 ,290-297.
Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37, 319– 338.
Curry, L. (1987). Integrating concepts of cognitive or learning style: A review with attention to psychometric standards. Ottawa: Canadian College of Health Service Executives.
Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36, 1907– 1920.
Ekstrom, R. B., Goertz, M. E., Pollack, J. M. and Rock, D. A.( 1986). Who drops out of high school and why? Findings from a national study. Teachers College Record, 87: 356-373.
Feiji, J. A. (1976). Field independence, impulsiveness, high school training and academic achievement. Journal of Educational Psychology, 68, 793–799.
Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14, 49– 66.
Gadwa, K. and Griggs, S. A.( 1985) The school dropout: implications for counselors. The School Counselor, 3 9-17.
Harsha, N. P., lveen, P., and Oliver, M. E. (2015). The mediating roles of coping and adjustment in the relationship between personality and academic achievement. Br. J. Educ. Psychol. 85, 440–457. doi: 10.1111/bjep.12084
Hooda,M. & Devi R. (2018) An Analytical study of Cognitive Style: A key determinant of Mathematics achievement among school students. Zenith International Journal of Multidisciplinary Research ISSN 2231-5780 Vol.8(9) pp 74-89.
Hussin, M., Razali, N. M., & Agussalim, M., SE., M. (2021). Influence of Style on Student’s Academic Achievement at Faculty of Economics, National University of Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(3), 762-771.
Idika, M.I. (2017). Influence of cognitive style and gender on secondary school students’ achievement and attitude to chemistry. Advances in Social Sciences Research Journal, 4(1), 129-139.
Islam, M. M. (2014). Factors Influencing the Academic Performance of Undergraduate Students inSultan Qaboos University in Oman. Journal of Emerging Trends in Educational Research and Policy Studies, 5(4), 396-404
Jha, P.K. (2011). Manual of Cognitive Style Inventory for school students (CSI). Agra: National Psychological Corporation.
Kifer, E. (1975). Relationships between academic achievement and personality characteristics: a quasi-longitudinal study. Am. Educ. Res. J. 12, 191–210. doi: 10.3102/00028312012002191
Komarraju, M., & Karau, S. J. (2005). The relationship between the big five personality traits and academic motivation. Personality and Individual Differences, 39, 557– 567
Laidra, K., Pullmann, H. & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences Vol. 42, Issue 3 pp 441-45
Lei, Y., Gao, C., and Guo, C. (2011). Review of Researches on Personality and Academic Performance. Journal of Binzhou University 027, 111–116. doi: 10.3969/j.issn.1673-2618.2011.01.030
Lounsbury, J.W., Huffstetler, B.C.,Leong, F.T.L.& Gibson, L.W.(2005). Sense of Identity and Collegiate Academic Achievement Journal of College Student Development Vol. 46, No. 5, pp 501-514
Martin, J. H., Montgomery, R. L., & Saphian, D. (2006). Personality, achievement test scores, and high school percentile as predictors of academic performance across four years of coursework. Journal of Research in Personality, 40, 424– 431
Nyikahadzoi, L. (n.d.).Determinants of students' academic performance in four selected accountingcourses at University of Zimbabwe (pp. 1-9).
Nadaf, Z.A., Nadeem, N.A.& Basu, N. (2019). Cognitive Styles, Academic Achievement and Gender: A Study of Higher Education. Think India Journal ISSN:0971-1260 Vol-22- Issue-14
Nordin, A. B. (1985). Kesan stail kognitif ke atas pencapaian Bahasa Malaysia. Jurnal Pendidikan, 10-11, 3–15.
O'Brien, Terrance, P. (1994). Cognitive Learning Styles and Academic Achievement in Secondary Education. Journal of Research and Development in Education, Vol.28 pp11-21.
Pandey, R.C.( 2008). Academic achievement as related to achievement motivation and parental background. Indian Psychol. Rev., 70 (4): 213-216.
Piaget, J. (1950). The Psychology of Intelligence. London: Routledge.
Rohtash & Dhull, I. (2019). Academic Achievement among Secondary School Students: An Analysis on the Basis of Extraversion & Introversion Journal of Advances and Scholarly Researches in Allied Education pp 2374 - 2376 Vol.16 Issue 1 E-ISSN: 2230-7540
Sternberg, R. J.(1990) Thinking Styles: Keys to Understanding Student Performance The Phi Delta Kappan Vol. 71, No. 5 pp. 366-371
Steinberg, L., Blinde, P. L., Chan, K. S. (1984). Dropping out among language minority youth. Review of Educational Research, 54: 113-132, 232-234.
Voyer, D. & Voyer, S.D. (2014). Gender differences in scholastic achievement: A metaanalysis. Psychological Bulletin, 140(4), 1174-1204. Doi: 10.1037a0036620
Witkin, H. A. (1972) The Role of Cognitive Style in Academic Performance and in Teacher –Student Relations. 59p.; Paper presented at a Symposium Sponsored by the Graduate Record Examination Board, Montreal, Canada, November 8-10, 1972
