Student Short Biography:
Jusper Mboya Oginga,
Born 1987
Nationality and Citizenship: Kenyan
Alma mater: University of Nairobi, Egerton University
Qualifications: Med. Measurement and Evaluation University of Nairobi 2020, BEd Science Biology Chemistry Egerton University 2012.
Specialization: Assessment, Cognitive Psychology
Occupation: Assessment Expert, Cognitive Psychologist,
Head of Subject Biology Naivasha Girls High School since 2016 to date.
Project Summary
Thesis / Project Title:Cognitive Styles in Secondary Schools In Kenya: Comparing Gender and Discipline areas
Thesis / Project Abstract
This study sought to find out patterns that arise in different discipline areas taught in secondary schools in Kenyan in the context of cognitive styles. Cognitive styles is an aspect of cognition that measures of how brain perceives, manipulates, encodes, decodes and retrieves information.
The objectives included: To a) Determine what cognitive styles arise looking at field dependent and independent cognitive styles; b) Determine the gender perspective and cognitive styles and c) Determine patterns of learning arising from discipline areas Mathematics, English, Biological Sciences and History in the context of Field dependent/Field Independent Cognitive styles. Descriptive research design with a quantitative approach was used. Random purposive sampling was done to select classrooms of form three students. Participants responded to Group Embedded Figures Test (GEFT) questionnaire. Students’ scores from Continuous Assessment Tests were also extracted and compared with their respective Cognitive Styles.
Data analysis involved frequencies and percentages for the first objective. Analysis for the second and third objectives involved frequencies, percentages and t-Test analysis to test the hypotheses. The data was subjected to hypothesis testing at α=0.05 to determine the mean, standard deviation and t-Test results in the disciplines and Mean Academic achievement scores. Results revealed presence of Field Dependent and Field Independent Cognitive styles among learners. Gender was found to have no statistically significant influence on learners’ cognitive style. Cognitive styles was also had a statistically significant influence on the students’ performance in Mathematics, Biological Sciences and Mean Achievement. However, it’s Influence on English and History was found to be statistically insignificant.