The objectives of this study were: (1) To find the extent of relationship between achievement in Mathematics and each of the selected independent variables for the whole sample and relevant sub samples. (2) To examine whether equivalent correlations obtained for achievement in mathematics with cognitive style; each of the field dependent (FD), Intermediate (INT) and field Independent (FI) Orientations of cognitive style and selected non-cognitive variables for sex groups, (boys/girls) and locale (urban/ rural) differ significantly. (3) To predict achievement in Mathematics using a few selected independent variables by means of stepwise regression by ANOVA approach.
The study was
conducted on a sample of 740 students of standard X selected by Proportionate
Stratified Sampling Method giving due weightage to sex, locale, type of
management and efficiency level of schools.
Tools used were: Achievement test in
Mathematics for standard X; Group Embedded Figures Test (GEFT) developed by
Oltman et al.; Letter Cancellation Test by Muthayya, B.C.; Scale of Attitude
towards Mathematics; Classroom environment inventory for Mathematics; Home
environment inventory for Mathematics; and Home Practice inventory for
The study followed Descriptive Survey Method.Pearsons Product Moment Coefficient of Correlation; Fishers test of significance for correlation coefficient; Shared variance of correlated variables; Test of significance of the difference between correlation; and Stepwise regression by ANOVA approach were used to analyze the data.
The findings of this study were: (1) The relationship between achievement in Mathematics and the independent variables under study is significant and positive except for level of aspiration. (2) In the case of boys, each of the selected independent variables except level of aspiration has significant and positive relationship with achievement in Mathematics. (3) For girls, out of the six independent variables; Cognitive style, Attitude towards Mathematics, Classroom Environment for Mathematics and Home practice for mathematics show significant and positive relationship with achievement in mathematics. (4) In case of urban sample, Cognitive style, Attitude towards Mathematics and Home Environment for mathematics show significant and positive relationship with Achievement in Mathematics. (5) For rural sample, Cognitive style, Attitude towards Mathematics, Class room Environment for Mathematics shows significant and positive relationship with Achievement in Mathematics. (6) No significant sex difference was found in the correlation between achievement in mathematics and each of the selected independent variables. Also no significant urban-rural difference was noticed in the correlation between achievement in Mathematics and each of the independent variables; cognitive style, level of aspiration attitude towards Mathematics, home environment for Mathematics. Bur urban-rural difference was significant for the Correlation of Achievement in Mathematics with Class-room Environment. (7) Out of the six independent variables selected for the study, Attitude towards Mathematics (X3) and Cognitive style (X1) predict the Achievement in Mathematics. The equation to the regression line to predict the achievement in Mathematics by means of X3 and X1 is Y =0.1609 X3 + 0.2375 X1+ 18.8796.
Keyword(s): Cognitive style