Open Access Open Access  Restricted Access Subscription Access

The Effect of Cognitive Style on the Proportional Reasoning Ability of Secondary School Physics Students

Oluwatobi Samson Adegboyega

Abstract


ABSTRACT

The study investigated the effect of cognitive style on the proportion reasoning ability of secondary school Physics students. The study identified some of the factors contributing to students difficulties in Physics tasks requiring proportional reasoning skill and finding appropriate intervention strategies. One hundred students from selected public secondary school in Ilesa West Local Government constituted the sample for the study. Three research instruments were used for the study; proportional reasoning test (PRT), group embedded figure test (GEFT) and Physics (proportional reasoning) achievement test (PAT). The data were analysed using T – test and Chi – square statistical techniques. The result showed that ratio types used in Physics tasks have no effect on students’ proportional reasoning ability. The result also showed that field independent students were also capable of reasoning proportionally than the field dependent students when faced with proportional reasoning task. The result of the finding also showed that cognitive style depends on the students’ proportional reasoning. In conclusion, the students having attained the age of formal reasoning could reason proportionally with respect to the tasks and setting under which students were operating. The implications of this finding were discussed with a view to improving the performance of students in Physics.

 

Keywords: cognitive style, proportional reasoning, physics, students


Full Text:

PDF

References


Akatugba A. H (2001). Effect of problem context, Cognitive style and gender on the proportional reasoning ability of SSH Physics students in selected secondary schools in Oyo state. M.A thesis submitted to the faculty of Education Obafemi Awolowo University, Ile – Ife.

Behr M. J. (2007). Ratio and proportional: A synthesis of sight conference paper in U.C (eds), Psychology and Mathematics Education, Vol II proceeding of the eleventh International Conference, Montreal Canada.

Brodzinsky, D. M. (1982). Relationship between cognitive style and cognitive development: A 2-year longitudinal study. Developmental Psychology, 18(4), 617.

Collings, J. N. (1985). Scientific thinking through the development of formal operations: training in the cognitive restructuring aspect of field‐independence. Research in Science & Technological Education, 3(2), 145-152.

Ehindero, O. J. (1982). Correlates of sex‐related differences in logical reasoning. Journal of Research in Science Teaching, 19(7), 553-557.

Frank, B. M., & Davis, J. K. (1982). Effect of field-independence match or mismatch on a communication task. Journal of Educational Psychology, 74(1), 23.

Heller, P. M., Ahlgren, A., Post, T., Behr, M., & Lesh, R. (1989). Proportional reasoning: The effect of two context variables, rate type, and problem setting. Journal of Research in Science Teaching, 26(3), 205-220.

Mc Laughlin, S. (2003). Effect of Modeling Instruction on Development of Proportional Reasoning I: an empirical study of high school freshmen. Retrieved June, 14, 2010.

Mc Nally, R. J. (1987). Preparedness and phobias: a review. Psychological bulletin, 101(2), 283.


Refbacks

  • There are currently no refbacks.