Cognitive Styles in Students of Chemistry in SBS‐ABU Zaria, Nigeria

Abstract

Variations in individual's disposition towards instructional methods and information processing in schools are widely recognised. Heath (1964) proposed a four mode model of cognitive styles: memorisation and recall (R), learning the underlying principle (P), learning the application (A) and fitting the information, like the jigsaw puzzle, into an existing mental schema through critical questioning (Q). The present study examined the distribution of 156 chemistry students from the School of Basic Studies, Admadu Bello University, Zaria, Nigeria. An analysis revealed statistically significant differences in the distribution of subjects among the four modes. The distribution was in the ratio of 5:3:1:1 and in the order R?P?A?Q. The proportions of male and female students in each mode were not statistically different. The students’ opportunity to be taught science (measured by the relative density of science teachers in each state of Nigeria) did not appear to affect significantly the distribution of subjects, although a greater proportion of students from ‘advantaged’ areas indicated preference for principle and greater proportions of students from ‘disadvantaged’ areas indicated preferences for recall, application and questioning.