The study investigated the relationship between students' cognitive styles and senior secondary school students' academic achievement in Biology in Gombe State, Nigeria. Two null hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlational research design. The population of study consisted of 28,569 SSS III students' spread across the 184 senior secondary schools in three education zones across the 11 local government areas ofGombe state, Nigeria. Four hundred students offering Biology were drawn from this population using the multistage sampling technique at four levels. Experts in Biology Education validated the instruments. The Cronbach alpha statistic, reliability coefficients of 0.82 and 0.69 were obtained for theFDCS and FICS while 0.67 of Biology Achievement Test was also obtained through Kuder Richardson formula 21. The data collected were analyzed using Pearson product moment correlation coefficient. The result found strong and positive statistically significant relationship between students' cognitive styles and senior secondary school's academic achievement in Biology.It was recommended that Educational stakeholders should increase the students' awareness on how to handle field dependent in term of good enabling environment. Also Seminar and workshop should be organized and made compulsory for Biology teachers and should draw attention of students on individual differences and uniqueness especially from psychological point of view.

The study explored the correlation between learning style preferences of high school students and their academic performances in science in the Gomoa East district of Ghana. An exploratory survey design with quantitative approach was employed. Ontology and epistemology were the philosophical paradigms that guided the study. Stratified sampling technique was used to select a sample size of 280 students from the accessible population. The instruments used were ‘VAK’ Learning Styles Self-Assessment Questionnaire as well as results from Integrated Science Achievement Test (ISAT), with Cronbach’s alpha values of 0.80 and 0.85 respectively. Descriptive statistics were used to analyze the data in terms of mean, frequencies, etc. Pearson’s moment correlation and t-test were also employed for the analysis. The findings revealed that the most preferred learning style of high school students in the district was the visual (43.6%), followed by kinesthetic (30%), and auditory (26.4%) modes. There was a positive correlation between learning style of students and their academic performance while a statistical difference was found between learning styles first- and second-year students in the district. However, there was no statistically significant difference between the learning style preferences of male and female students. The findings of the study could enable curriculum planners as well as policy makers to suggest more a curriculum more acceptable to students. It would also suggest to school administrators to look into the development of facilities to enhance teaching and learning of the Science.

Aim of the study was to test Holland’s theory of career choice to identify relationship between measured career interest and academic achievement in BDS students at Rawal Institute of Health Sciences from January 2014 to June 2014. All BDS students of first, second and third year were included in the study. Students were directed and supervised to undergo online Holland’s personality test “RIASEC”. Personality of every student was noted and was compared with result of 1st and 2nd term examination. Data were entered in SPSS for descriptive analysis and to check statistically significant relationship between career choice and academic achievement. Positive relationship was found between type of personality and exam scores according to Holland theory of career choice. Based upon results of study, specific personality tests and career counseling sessions could be arranged for the students seeking admission in medical colleges.

The study investigated students' attitude and reading habit as correlates of students' academic performance in Biology in Secondary Schools in Ikere Local Government Area of Ekiti State, Nigeria. The study adopts descriptive survey of research design. The population for this study consists of all students in Senior Secondary School II (SSS 2) offering Biology as a subject in all the public Secondary Schools in Ikere Local Government Area, Ekiti State. Stratified random sampling technique was used to select forty (40) Biology students each from each of the five (5) selected SSS class II in Ikere LGA of Ekiti State, Nigeria. A total of two hundred (200) SSS II Biology students were used as samples for the study. Two null hypotheses were formulated and tested at 0.05 level of significance. The instrument for this study was self-designed questionnaire. The data collected were analysed using correlation statistical analysis package. The results of the analyses showed that there i...

This survey study investigated influence of cognitive styles on students' academic performance in basic science and technology in Mkpat Enin Local Government Area. Two main objectives guided the study. The population of this study comprised of 1679 (786 male and 893 female) junior secondary one (JSS 1) students. One school was randomly selected from schools in the study area. Convenience sample of eighty (80) students was then used. Two instruments used were-Cognitive Style Test (r=0.82) and Basic Science and Technology Performance Test (r=0.89). Two research questions were posed and answered while two hypotheses were tested at 0.05 level of significance. Data were analyzed using mean scores, T-test and ANOVA. Results showed that there was a significant influence of cognitive style on students' academic performance in basic science and technology (t=14.953; df=78; p<.05). There was significant difference in the performance of male and female Basic Science and Technology Students with reflective cognitive style and those with impulsive cognitive style {F (1, 79) =12.413; P< 0.05). The result also showed that more male students were found to be impulsive while more female students were reflective. This study therefore, recommended that teachers should determine cognitive styles of the learners as an integral part of lesson preparation to enhance students' overall learning outcomes in basic science and technology.

This study delved on the Personality Traits as Predictors of Academic Achievement among Junior College Students of Basilan State College. A total of seventy (70) student respondents participated in the study drawn using the purposive quota sampling technique. In obtaining data, the standardized Sixteen Personality Factor Questionnaire (16 PF) and the Grade Point Average of the student respondents in four subject areas, Mathematics, Science, English, and Social Science were utilized. Results showed that: the students were found to have the following personality traits; (1) less intelligent; (2) affected by feelings; (3) practical; (5) shrewd; and (6) apprehensive; the student's adjectival rating for the academic achievement in Mathematics, Science, English, and Social Science is GOOD; three (3) personality traits for the academic contribute to the variance of the students grades in Mathematics and these are Factors 1 (Tenderminded), Factor M (Imaginative) and Factor Q3 (Controlled); there is a significant difference in the personality traits of the students based on the variable Age. The meaningful difference existed in Factor N between Age brackets of (19 and 21) and (21 and 22); there is a significant difference in the personality traits of the student's respondents based on the variable Gender. The significant difference between male and female students existed in nine (9) factors: Factor A (reserved), B (less intelligent), C (affected by feelings), F (sober), H (shy), M (practical), O (placid), Q2 (group-dependent), and Q4 (relaxed); there is no significant difference in the personality traits based on the variable Socioeconomic Status; and there is a significant relationship in the students' academic achievement between and among the following subject areas: (1) Mathematics and Science; (2) Mathematics and English; (3) Science and English; (4) English and Social Science.