Influence of Classroom Interaction Patterns and Students' Cognitive Styles on Achievement in Biology in Senior Secondary Schools in Zaria Local Government Area, Kaduna State

Abstract

The study was on Influence of Classroom Interaction Patterns and Students' Cognitive Styles on Achievement in Biology in Senior Secondary Schools in Zaria Local Government Area, Kaduna State. Three research objectives, three research questions, and three null hypotheses guided the study. The review of literature in the study was carried out. Descriptive survey design was adopted for the study. The sample for the study comprised of two hundred and ninety-one (291) biology students drawn from the population of study using simple random sampling techniques. The instruments for data collection in this study were a questionnaire and analyzed using mean, standard deviation, and t-test. The results revealed that there is a significant relationship between classroom interaction, cognitive styles, and students' achievement in Biology. There is a significant relationship between students' attitude and their academic achievement in Biology and there is no gender difference in the academic achievement of Biology students. The researcher concluded by recommending that educators should adopt diverse instructional strategies that cater to different cognitive styles, this may include incorporating visual aids, hands-on activities, and group discussions to accommodate varied learning preferences, among others.

Omoniwa, O. O., Salisu, Z. I., & Yawa, E. P. Influence of Classroom Interaction Patterns and Students' Cognitive Styles on Achievement in Biology in Senior Secondary Schools in Zaria Local Government Area, Kaduna State. Ibadan Journal of Educational Studies, 22(2), 97-103.