Abstract
This study employed the Inventory of Cognitive Strategies, Hidden Figure Test, and Test of Learning Achievement of Genetics to inquire into the relationships among cognitive strategies, cognitive style, and achievement of Genetics with a sample 395 tenth graders in Taipei area. Data analysis showed that the cognitive style of the subjects was field-dependent and male subjects were more field-independent than female subjects (p < 0.01). There was no significant difference of cognitive strategies between male and female subjects.The achievement in Genetics of the male subjects was significantly better than that of female subjects (p < 0.01). Field-independent students performed better in test of Genetics than field-dependent students (p < 0.01). Subjects with better cognitive strategies also performed better than students with poor cognitive strategies (p < 0.05).
No significant correlation was found between cognitive style and cognitive strategies among the tenth graders. However, significant correlations were found between cognitive style, cognitive strategies and achievement in Genetics (p < 0.01). Stepwise regression analysis indicated that cognitive style and cognitive strategies explained a total of 11.1% of the variance in the Genetics achievement scores.
| Keywords: | First Year Senior High School Students; Cognitive Style; Cognitive Strategy; Genetics |
|---|
[ Chinese version | Index | Chinese Journal of Science Education | Other Journals | Faculty Home Page | Enquiry ]
Mail any comments and suggestions to
en@fed.cuhk.edu.hk.