Authors : P. Pavithra; A. Jahitha Begum; M. Santhamani; P. Ponnusamy

Volume/Issue : Volume 10 - 2025, Issue 10 - October

Google Scholar : https://tinyurl.com/453vutrk

Scribd : https://tinyurl.com/39z42fkw

DOI : https://doi.org/10.38124/ijisrt/25oct681

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Abstract : The study investigates how cognitive style relates to students’ learning performance in English at the secondary school level. A person's unique way of thinking, seeing, and processing information that affects how they learn and solve problems is referred to as their cognitive style. The research further investigates how gender and locality impact learning achievement and cognitive styles. Employing a survey method, data were collected from 160 ninth-standard students (80 boys and 80 girls; 40 rural and 40 urban in boys and girls respectively) from government schools in Coimbatore District, Tamil Nadu. Standardized instruments - the Student Achievement Test in English and a Cognitive Style Questionnaire - were used. An analysis of the data using mean, standard deviation, t-test, and correlation revealed that students were average achievers in English (M = 16.11, SD = 3.79). Urban students performed significantly better than rural students (p < 0.05), while gender differences were insignificant. Learning achievement and cognitive style showed a moderately positive correlation (r = 0.37), emphasizing that cognitive flexibility in enhancing learning outcomes.

Keywords : Cognitive Style, Learning Achievement, English Learning, Secondary School Students, Gender, Locality.

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