Can College Academic Performance Be Predicted Using a Measure of Cognitive Style?

Griffin, Ray; Franklin, Godfrey

doi:10.2190/pmum-n6lt-97n8-2ywv

Cited by 8 publications

(4 citation statements)

References 2 publications

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“…The study of Wieseman (1992) on the relationship between students' cognitive style and their academic performance across curricula showed that the subjects were predominantly field dependent socially oriented learners. Results in Griffin and Franklin's (1996) study also showed a significant correlation between low grades and a field dependent cognitive style as analytic students performed significantly better on course test and had higher academic potential than non-analytic students had. Also, in the path analytic study of cognitive style and Chemistry achievement done by Aghadiuno (1992), analytic individuals performed better than non-analytic individuals in Chemistry achievement tests.…”

Section: Cognitive Styles Disciplinary Differences (Science and Art)mentioning

confidence: 69%

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2019

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The study investigated the joint and relative contributions of four predicting variables in predicting academic performance among secondary school students. The research design was descriptive survey while the study made use of 200 SS2 students chosen purposively from five secondary schools in Ijebu-Ode Local Government area of Ogun State, Nigeria. The two different instruments used for data collection were the accommodator cognitive style questionnaire and converger cognitive style questionnaire (ACSQ and CCSQ). Data were analysed using multiple regression. The results indicated an F value of 4.34 at a significant level of 0.05 which indicated that the four predictors could be used to predict the academic performance of students. Beta coefficients value for converger, accommodator, gender and area of specialisation were .014, .028, -045, and .279 respectively. The study has implications for teachers, students, counselors, school authorities, parents and the government.

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Section: Cognitive Styles Disciplinary Differences (Science and Art)mentioning

confidence: 69%

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2019

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“…Many studies have shown that FI people tend to outperform FD people in various settings. In a study by Griffin and Franklin (1996), one hundred and forty-three subjects were identified as FI or FD based on their performance on the Group Embedded Figures Test (GEFT). The results of their study indicated FI students performed significantly better on course tests.…”

Section: Cognitive Styles and Learningmentioning

confidence: 99%

The Impact of Individual Differences on Social Communication Pattern in Online Learning

Zheng

Flygare

Dahl

et al. 2009

Cognitive and Emotional Processes in Web-Based Education

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This chapter describes the college students’ online social communication patterns and behavior with a focus on the impact of individual differences on learners’ online communication. The study consisted of 27 college students who engaged in an online discussion over a period of fourteen weeks as part of requirements in an undergraduate educational technology course. The findings indicated that cognitive styles such as field dependence and field independence played a critical role in forming learners’ online social communication. Based on social compensation theory and Witkin et al.’s theory of individual differences, the authors claimed that effective individual communication in an online community can be fostered through creating learning support, taking into considerations factors like cognitive styles, complementary personality, interest and motivation in the process of design. Suggestions for future online learning are made with an emphasis on creating an effective online community for learning.

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“…In a study by Griffin and Franklin (1996), 143 individuals were identified as field-dependent or independent based on their performance on the GEFT. Unlike Griffiths and Sheen (1992), Griffin and Franklin accepted the GEFT as a measure of cognitive style.…”

Section: Background Of the Studymentioning

confidence: 99%