THE IMPACT OF COGNITIVE STYLES ON ACADEMIC SUCCESS: AN ANALYSIS OF KURDISH EFL LEARNERS’ ACADEMIC ACHIEVEMENT
Keywords:
Cognitive Styles, Field Dependence-Field Independence, Kurdish EFL Learners, Academic Achievement, Gender Differences, Group Embedded Figure Test (GEFT), Pedagogical Approaches
Abstract
The purpose of this research is to determine how field-independent and field-dependent cognitive styles relate to one another, as defined by Herman Witkin's Field Dependence-Field Independence theory, and the academic progression of Kurdish EFL learners at the College of Languages, University of Duhok. Utilizing the Group Embedded Figure Test (GEFT) as the primary research instrument, insights from a cohort of 49 participants across sophomore, junior, and senior years were extracted. Findings reveal a significant correlation between cognitive styles and the academic progression of the learners.
There's also a marked gender difference, with females predominantly showcasing field-independent tendencies and males leaning towards field dependence.
These findings emphasize the critical significance of educators' ability to acknowledge and tailor their instructional approaches to accommodate diverse cognitive orientations, which can significantly influence learning strategies, academic outcomes, and the overall educational experience.
Downloads
Download data is not yet available.
References
Alonso, M. (2006). The effects of individual differences in cognitive style on task performance in computer-based learning environments. Educational Psychology, 26(3), 349-371. ... [Continued as above]
Altun, A., & Cakan, M. (2006).Undergraduate students’ academic achievement, field dependent/independent cognitive styles and attitude towards computers. Educational Technology and Society, 9 (1) 289-297.
Ameen, S. T. (2020). Glasgow and Shanghai Cities as Learning Cities for Continuous Education: What Impact On Society as a Whole? European Scientific Journal, 16(13), 101-110.
Ameen, S. T. (2020). Should the Modern Idea of Individual Autonomy Continue to Influence Understandings about the Goal of Education? A Critical Discussion with Reference to Paulo Freire’s Critical Pedagogy. International Journal of Innovation, Creativity and Change, 13(12).
Ameen, S. T., & Ahmed, S. M. A. (2023). Fishbowl technique at TESOL Classes and Figuring out Speaking Skills Limitations and Solutions (A various schools in Duhok city). International Journal on Humanities & Social Sciences, 45(1).
Ameen, S. T., & Ismael, A. M. (2023). TESOL Practices with Constructivism Prospective within Adult and Higher Education with Focus to Iraq and China Models.
Ameen, S. T., & Najeeb, D. D. (2023). Overcoming Hurdles In English Language Acquisition: Exploring Themes And Remedies For Speaking Challenges Among Basic School Students In Duhok City. Russian Law Journal, 11(5).
Bowlin, D.A. (1988). An investigation of the relationships between Field dependent/independent cognitive styles and sex, I.Q., academic achievement, curriculum track selection and hemispheric preference in high school seniors.Dissertation Abstracts International, 49, 1405-A. Education,” sponsored by the Graduate Record Examination Board, Montreal, Canada.
Dwyer, F. M., & Moore, D. M. (1994). The effect of colour coding and test type (visual/verbal) on students identified as possessing different field dependence levels. British Journal of Educational Technology. 25(3): pp. 217-219. doi: 10.1111/j.1467-8535.1994.tb00108.x.
Hansen, R. J., & Stansfield C. (1981). The Relationship of Field Dependent-Independent Cognitive Styles to Foreign Language Achievement. Language Learning 31(2): pp.349 – 367. doi: 10.1111/j.1467-1770.1981.tb01389.x
Hansen, R. J., & Stansfield C. (1983). Field Dependence-Independence as a Variable in Second Language Cloze Test Performance. TESOL Quarterly 17(1): pp.29-38. doi: 10.2307/3586422
Henson and Eller (1999). Educational Psychology for effective teaching. Wadsworth Pub Co.
Leaver, B. L., Ehrman, M., & Shekhtman, B, (2005). Achieving Success in Second Language Acquisition. Cambridge University Press, p. 65.
Liu, Y., & Ginther, D. (1999). Cognitive styles and distance education. Journal of Distance Learning Administration, 2 (3) pp. 78-92.
Luk, S. C. (1998).The relationship between cognitive style and academic achievement. British Educational Research Association. V. 29, 2, pp. 137-147, doi.org/10.1111/1467-8535.00055.
Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educational Psychologist, 19, 59-74.
Niroomand, S. M., & Rostampour, M. (2014). The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners. Theory and Practice in Language Studies, Vol. 4, No. (10), pp. 2173-2179. doi:10.4304/tpls.4.10.2173-2179
Nozari, A.Y., & Siamian, H. (2015). The Relationship between Field Dependent-Independent Cognitive Style and Understanding of English Text Reading and Academic Success. Mater Sociomed. (1):39-41. doi: 10.5455/msm.2014.27.39-41.
Onyekuru, B.U. (2015). Field Dependence-Field Independence Cognitive Style, Gender, Career Choice and Academic Achievement of Secondary School Students in Emohua Local Government Area of Rivers State. Journal of Education and Practice, 6, 76-85.
OXFORD, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston : Heinle and Heinle Publishers, 1990. 343 p. ISBN 0-8384-2862-2.
Pithers, R. T. (2002). Cognitive learning styles: A review of field dependent-independent approach. Journal of Vocational Education and raining, 13 (4), pp. 267-279.
Portis, I. & Simpson F. M. (1995). Evaluation of Cognitive Styles for Pre-professorial Educators. Paper presented at the Annual meeting of the Mid-south Educational Research Association Alabama, U.S.
Rayner, S., & Riding, R. J. (1997). Towards a categorization of cognitive styles and learning styles. Educational Psychology, 17, pp. 5-27.
Sabet, M. K., & Mohammadi, S. (2013). Dependence Styles and Reading Comprehension Abilities of EFL Readers. Theory and Practice in Language Studies, Vol. 3, No. 11, pp. 2141-2150, doi:10.4304/tpls.3.11.2141-2150
Samuel, N. Mercy, & Orluwene, G. W. (2019). Influence of field dependent-independent cognitive style on students’ academic achievement in English language in junior secondary schools in rivers state. International Journal of Multidisciplinary Education and Research. V. 4; Issue 2; Page No. 48-53.
Saracho, O.N. (1998). Socialization factors in the cognitive style and play of young children. International Journal of Educational Research. 1998; 29(3): 263-276.
Soozandehfar, S. M., & Souzandehfar, M. (2011). The effects of field-dependent/field-independent cognitive styles and gender on second language speaking performance. California Linguistic Notes. V. 36 No. 2.
Tinajero, C., & Páramo, M.F. (1998). Field dependence-independence cognitive style and academic achievement: A review of research and theory. Eur J Psychol Educ 13, 227–251. doi.org/10.1007/BF03173091
Witkin, H. A. (1973). The Role of Cognitive Style in Academic Performance and in Teacher-Student Relations. ETS Research Bulletin Series, 1973: I 58. doi.org/10.1002/j.2333-8504.1973.tb00450.x
Witkin, H. A. (1976). The perception of upright. In S. Messick (Ed.) Individuality in learning: Implications of cognitive styles and creativity for human development. San Francisco: Jossey Bass Publishers.
Witkin, H.A., & Goodenough, D.R. (1981). Cognitive styles: Essence and origin. New York: International Universities Press.
Wooldridge, B., & Bartolf, M. H. (2006). The Field Dependence/Field Independence Learning Styles: Implications for Adult Student Diversity, Outcomes Assessment and Accountability. Sims, R. R., & Sims, S. J. (Ed). Learning Styles and Learning: A Key to Meeting the Accountability Demands in Education (pp. 237-257). New York: Nova Science Publisher, Inc.
Yazici, H. (2016). Role of learning style preferences and interactive response systems on student learning outcomes. International Journal of Information and Operations Management Education. 6(2): p. 109. doi: 10.1504/IJIOME.2016.076046.
Zhang, L. F., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational
Altun, A., & Cakan, M. (2006).Undergraduate students’ academic achievement, field dependent/independent cognitive styles and attitude towards computers. Educational Technology and Society, 9 (1) 289-297.
Ameen, S. T. (2020). Glasgow and Shanghai Cities as Learning Cities for Continuous Education: What Impact On Society as a Whole? European Scientific Journal, 16(13), 101-110.
Ameen, S. T. (2020). Should the Modern Idea of Individual Autonomy Continue to Influence Understandings about the Goal of Education? A Critical Discussion with Reference to Paulo Freire’s Critical Pedagogy. International Journal of Innovation, Creativity and Change, 13(12).
Ameen, S. T., & Ahmed, S. M. A. (2023). Fishbowl technique at TESOL Classes and Figuring out Speaking Skills Limitations and Solutions (A various schools in Duhok city). International Journal on Humanities & Social Sciences, 45(1).
Ameen, S. T., & Ismael, A. M. (2023). TESOL Practices with Constructivism Prospective within Adult and Higher Education with Focus to Iraq and China Models.
Ameen, S. T., & Najeeb, D. D. (2023). Overcoming Hurdles In English Language Acquisition: Exploring Themes And Remedies For Speaking Challenges Among Basic School Students In Duhok City. Russian Law Journal, 11(5).
Bowlin, D.A. (1988). An investigation of the relationships between Field dependent/independent cognitive styles and sex, I.Q., academic achievement, curriculum track selection and hemispheric preference in high school seniors.Dissertation Abstracts International, 49, 1405-A. Education,” sponsored by the Graduate Record Examination Board, Montreal, Canada.
Dwyer, F. M., & Moore, D. M. (1994). The effect of colour coding and test type (visual/verbal) on students identified as possessing different field dependence levels. British Journal of Educational Technology. 25(3): pp. 217-219. doi: 10.1111/j.1467-8535.1994.tb00108.x.
Hansen, R. J., & Stansfield C. (1981). The Relationship of Field Dependent-Independent Cognitive Styles to Foreign Language Achievement. Language Learning 31(2): pp.349 – 367. doi: 10.1111/j.1467-1770.1981.tb01389.x
Hansen, R. J., & Stansfield C. (1983). Field Dependence-Independence as a Variable in Second Language Cloze Test Performance. TESOL Quarterly 17(1): pp.29-38. doi: 10.2307/3586422
Henson and Eller (1999). Educational Psychology for effective teaching. Wadsworth Pub Co.
Leaver, B. L., Ehrman, M., & Shekhtman, B, (2005). Achieving Success in Second Language Acquisition. Cambridge University Press, p. 65.
Liu, Y., & Ginther, D. (1999). Cognitive styles and distance education. Journal of Distance Learning Administration, 2 (3) pp. 78-92.
Luk, S. C. (1998).The relationship between cognitive style and academic achievement. British Educational Research Association. V. 29, 2, pp. 137-147, doi.org/10.1111/1467-8535.00055.
Messick, S. (1984). The nature of cognitive styles: Problems and promise in educational practice. Educational Psychologist, 19, 59-74.
Niroomand, S. M., & Rostampour, M. (2014). The Impact of Field Dependence/Independence Cognitive Styles and Gender Differences on Lexical Knowledge: The Case of Iranian Academic EFL Learners. Theory and Practice in Language Studies, Vol. 4, No. (10), pp. 2173-2179. doi:10.4304/tpls.4.10.2173-2179
Nozari, A.Y., & Siamian, H. (2015). The Relationship between Field Dependent-Independent Cognitive Style and Understanding of English Text Reading and Academic Success. Mater Sociomed. (1):39-41. doi: 10.5455/msm.2014.27.39-41.
Onyekuru, B.U. (2015). Field Dependence-Field Independence Cognitive Style, Gender, Career Choice and Academic Achievement of Secondary School Students in Emohua Local Government Area of Rivers State. Journal of Education and Practice, 6, 76-85.
OXFORD, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. Boston : Heinle and Heinle Publishers, 1990. 343 p. ISBN 0-8384-2862-2.
Pithers, R. T. (2002). Cognitive learning styles: A review of field dependent-independent approach. Journal of Vocational Education and raining, 13 (4), pp. 267-279.
Portis, I. & Simpson F. M. (1995). Evaluation of Cognitive Styles for Pre-professorial Educators. Paper presented at the Annual meeting of the Mid-south Educational Research Association Alabama, U.S.
Rayner, S., & Riding, R. J. (1997). Towards a categorization of cognitive styles and learning styles. Educational Psychology, 17, pp. 5-27.
Sabet, M. K., & Mohammadi, S. (2013). Dependence Styles and Reading Comprehension Abilities of EFL Readers. Theory and Practice in Language Studies, Vol. 3, No. 11, pp. 2141-2150, doi:10.4304/tpls.3.11.2141-2150
Samuel, N. Mercy, & Orluwene, G. W. (2019). Influence of field dependent-independent cognitive style on students’ academic achievement in English language in junior secondary schools in rivers state. International Journal of Multidisciplinary Education and Research. V. 4; Issue 2; Page No. 48-53.
Saracho, O.N. (1998). Socialization factors in the cognitive style and play of young children. International Journal of Educational Research. 1998; 29(3): 263-276.
Soozandehfar, S. M., & Souzandehfar, M. (2011). The effects of field-dependent/field-independent cognitive styles and gender on second language speaking performance. California Linguistic Notes. V. 36 No. 2.
Tinajero, C., & Páramo, M.F. (1998). Field dependence-independence cognitive style and academic achievement: A review of research and theory. Eur J Psychol Educ 13, 227–251. doi.org/10.1007/BF03173091
Witkin, H. A. (1973). The Role of Cognitive Style in Academic Performance and in Teacher-Student Relations. ETS Research Bulletin Series, 1973: I 58. doi.org/10.1002/j.2333-8504.1973.tb00450.x
Witkin, H. A. (1976). The perception of upright. In S. Messick (Ed.) Individuality in learning: Implications of cognitive styles and creativity for human development. San Francisco: Jossey Bass Publishers.
Witkin, H.A., & Goodenough, D.R. (1981). Cognitive styles: Essence and origin. New York: International Universities Press.
Wooldridge, B., & Bartolf, M. H. (2006). The Field Dependence/Field Independence Learning Styles: Implications for Adult Student Diversity, Outcomes Assessment and Accountability. Sims, R. R., & Sims, S. J. (Ed). Learning Styles and Learning: A Key to Meeting the Accountability Demands in Education (pp. 237-257). New York: Nova Science Publisher, Inc.
Yazici, H. (2016). Role of learning style preferences and interactive response systems on student learning outcomes. International Journal of Information and Operations Management Education. 6(2): p. 109. doi: 10.1504/IJIOME.2016.076046.
Zhang, L. F., & Sternberg, R. J. (2005). A threefold model of intellectual styles. Educational
Published
2023-12-24
How to Cite
AHMED, S. M. A. (2023). THE IMPACT OF COGNITIVE STYLES ON ACADEMIC SUCCESS: AN ANALYSIS OF KURDISH EFL LEARNERS’ ACADEMIC ACHIEVEMENT. Journal of Duhok University, 26(2), 1614-1623. https://doi.org/10.26682/hjuod.2023.26.2.94
Section
Humanities and Social Sciences
It is the policy of the Journal of Duhok University to own the copyright of the technical contributions. It publishes and facilitates the appropriate re-utilize of the published materials by others. Photocopying is permitted with credit and referring to the source for individuals use.
Copyright © 2017. All Rights Reserved.
