Convergence-Divergence Learning Styles and Academic Performance of Some Selected Secondary School Students in Charanchi Local Government Area of Katsina State, Nigeria

Abstract

This study investigated convergence-divergence cognitive styles and students' academic performance in Charanchi Local Government, Katsina State. The study has two objectives and two hypotheses. A descriptive survey design was used for the study. The population of the study consists of 526 students from which the sample of 210 was drawn from the population. The Uses of Objects or Things Test (UOTT) for convergent and divergent dimension developed by Hudson (1967) was modified and adapted. t-test at 0.05 level of significant was used in analyzing the data. The findings showed that significant difference exist between convergent and divergent students in their academic performance in mathematics and social studies. It was recommended that teachers should not rely on intelligent tests alone in testing the abilities and capabilities of children but also consider the creative children in classroom. Also teachers and parents should not force children to study school subject(s) and programmes that do not suit their abilities and capabilities. Schools, education authorities and other examination governing bodies should not depend entirely on intelligent tests alone for students' academic achievement and placement.