Author: Syeda Kauser Fatima, Dr. A. Tholappan, Dr. K. Anandan & Dr. S. Ashour
DOI Link: https://doi.org/10.70798/Bijmrd/03060017
Abstract: In the course of human life, encountering and resolving problems is inevitable. Each time an individual successfully tackles a problem, they experience a sense of accomplishment, which shapes their unique problem-solving approach. This study aims to explore the relationship between Secondary School Students’ (SSS) cognitive styles and their problem-solving skills. Employing a correlational methodology, the research delves into how individual differences in cognitive style preferences may impact students’ problem-solving abilities. Jha (1983) designed the Cognitive Style Inventory, a tool used to assess various cognitive styles, including analytical, intuitive, and practical cognitive styles. Additionally, the Problem-Solving Ability (PSA) Test, developed by Dubey (2008), is employed to measure students’ problem-solving skills. The study also considers students’ academic achievement records to investigate potential links between cognitive style, problem-solving skills, and academic success. This study’s outcomes shed light on the interplay between problem-solving approaches and cognitive style proficiency within the context of secondary education. The findings hold the potential to aid educators and policymakers in gaining a deeper understanding of how cognitive style preferences influence students’ problem-solving capabilities. Armed with this knowledge, they can devise tailored lesson plans and curricula that cater to diverse learning preferences. The complete square sum with 199 degrees of freedom totals 6110.195, leading to the computation of the F-statistic (2.348) in the ANOVA by dividing the mean square of the regression by the mean square of the residual. Armed with an understanding of cognitive style patterns that enhance problem-solving skills, teachers can effectively support students in honing their problem-solving abilities, ultimately contributing to improved academic achievement. This study bears significant implications for educational practices, emphasizing the importance of factoring in cognitive style when fostering students’ problem-solving capabilities and academic success in secondary schools.
Keywords: Cognitive Style, Problem-Solving Ability, Correlative Study, Secondary School Students, Rural and Urban, Integrated and Split-Style.
Page No: 167-184