The effect of cognitive style and other related variables on the achievement in mathematics of some Jamaican elementary school children

Abstract

This study examined the effect of cognitive style and other related cognitive, physical, and social variables on achievement in mathematics of primary school students. Tests and questionnaires were used to collect data from a sample of 418 students (206 boys and 212 girls) from Grade 6 in five primary schools in Kingston, Jamaica. Results of the data analysis revealed that: 1) mental ability, achievement in reading, and family size were the best predictors of achievement in mathematics; 2) field dependence, conceptual style preference, mental ability, reading achievement, family size, gender, occupational level, and birth order were significantly related to achievement in mathematics; and 3) mental ability, reading achievement, and occupational level were significantly correlated with cognitive style