Influence Of Cognitive Styles On Technical Drawing Students’ Achievements In Senior Secondary School In Federal Capital Territory, Abuja

Oct 15, 2026

Uploaded by dhado

Different cognitive strategies for processing information influence secondary students’ academic achievement. This paper investigates cognitive styles and achievement scores of senior secondary school students in the Federal Capital Territory, Abuja, using the standardized Group Embedded Figures Test to determine how cognitive style relates to Technical Drawing achievement. A causal comparative (expost-facto) design assessed 87 SSSII Technical Drawing students across sampled schools. Cognitive style significantly influenced achievement, with recommendations for adopting student cognitive styles in teaching.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

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Introduction

Influence Of Cognitive Styles On Technical Drawing Students’ Achievements In Senior Secondary School In Federal Capital Territory, Abuja Owodunni A. Samuel, Federal University of Technology, Nigeria Sanni and T. Abdulramam, Department of Educational Technology, Nigeria Nwokolo-Ojo, Joy, Benue State University, Nigeria Igwe, C. Obeta, Federal University of Technology, Nigeria Abstract There are different cognitive strategies for processing information which in turn influence students’academic achievement. This paper reports an investigation of cognitive styles and achievement scores of secondary school students. In the study, the standardised Group Embedded Figures Test was used to determine the influence of student’s cognitive styles on Technical Drawing students’achievement in Senior Secondary Schools in Federal Capital Territory (FCT), Abuja. A research question and null hypothesis tested at 0.05 level of significance guided the study. The design of the study was a causal comparative or (expost-facto) design. The sample for the study consisted of 87 Senior Secondary School Two (SSSII) Technical Drawing students drawn from the three sampled schools in three Area Councils of FCT. The students were categorized into three groups based on Group embedded figure test (GEFT) . The instrument used for data collection was Technical Drawing Achievement test (TDAT) . The instrument was face and content validated by three Technical Drawing Lecturers and two experts in Measurement and Evaluation. The reliability coefficient of Basic Electricity Achievement Test (BEAT) was established using Kuder-Richardson formula 20 (K-R20) and this yielded an index of 0.69. Data were analyzed with mean, standard deviation and analysis of variance (ANOVA) . Results of the study revealed that cognitive style significantly influenced students’ achievements in Technical Drawing. Recommendations made among others were that students’ cognitive styles be adopted for effective teaching of Technical Drawing in Secondary Schools. Keywords cognitive styles, technical drawing, achievement and group embedded figure test Introduction Nigeria is moving through an era of development in gearing towards becoming a developed nation. As part of its effort, education is indeed considered as a vital aspect in achieving the goal. The National Policy on Education clearly states that individual potential development should be emphasized throughout the learning process. Education in Nigeria is an on-going effort towards developing the potential of individuals in appropriate skills, mental, physical and social abilities and competencies to empower the individual to live and contribute positively to the society. Such an effort is designed to inculcate in Nigerian citizens respect for the worth and dignity of the individual, faith in human’s ability to make rational decisions, moral and spiritual principles in inter-personal relations, shared responsibility for the common good of human, promotion of the physical, emotional and development of all children and acquisition of functional skills and competencies for self-reliance (Federal Government of Nigeria, 2013) . Based on this philosophy, individuals’ development must be addressed. It also can be clearly seen that the objective of Nigerian National Policy on science, technology and innovation, is to produce students who can initiate, support and strengthen strategic bilateral and multilateral co-operations in scientific, technological and innovation activities across all sectors of the economy (Federal Republic of Nigeria, 2012) . Thus, to produce such individuals, students should not only be science and technology literate but be able to think critically and creatively as well. In this research, focus will be on the difference in cognitive styles among Technical Drawing students. The implication of this is that educators should always be aware of their significant roles to ensure the national aspirations

FAQs

What is the main purpose of the study?

To investigate how students’ cognitive styles influence their achievements in Technical Drawing among senior secondary school students in Abuja.

How were students’ cognitive styles determined?

The standardized Group Embedded Figures Test (GEFT) was used to categorize students into three groups based on cognitive style.

What research design and analysis were used?

A causal comparative (expost-facto) design guided the study, and data were analyzed using mean, standard deviation, and analysis of variance (ANOVA).

What conclusion and recommendation were made?

The study concluded that cognitive style significantly influences students’ Technical Drawing achievements, recommending that students’ cognitive styles be adopted for effective teaching in secondary schools.

Oct 15, 2026

Uploaded by dhado