| Summary: | 碩士 === 國立彰化師範大學 === 教育研究所 === 95 === A Study on Cognitive Styles and Academic Achievement of Junior High Students
Hung-Yao Kuo
Abstract
The purpose of this study was to explore the differences of variables on different backgrounds – gender, birth order and parents’ social-economic status, and cognitive styles of junior high school students; to analyze the differences between cognitive styles and the academic achievement of junior high school students in different backgrounds; and to examine the academic achievement differences based on different cognitive styles.
This study was an on-line survey through website with a total of 1,600 students from three junior high schools in Da-jia, Taichung County. Questionnaires included two instruments: Elementary Data And Parents’ Social-Economic status Inventory and Riding’s Cognitive Styles Analysis Inventory(Chinese version). Descriptive statistics, Chi-square test, t-test, and one-way ANOVA were utilized.
The conclusions of major findings were summarized as follows :
1. There was no significant difference between cognitive styles and different backgrounds– gender, birth order and parents’ social-economic status.
2. The differences between different school students and cognitive styles were significant.
3. The differences of students’ academic achievement and background variables（gender, birth order and parents’ social-economic ）were significant.
4. The differences of students’ academic achievement based on different cognitive styles were not significant.
5. Students with analytic imagery style ranked the third on the academic achievement in math. Futhermore the other subjects-Chinese, English, social studies, science, the analytic imagery style ranked the first on the academic achievement .
Suggestions based on the findings are offered to the parents, the teachers, the junior high schools, and educational administrational agencies.
Key words: Cognitive styles, Academic achievement
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