The Interaction of Students’ Cognitive Style and Concept Attainment Strategies on Students’ Achievement

Abstract

This study examines the effectiveness of interaction cognitive style (Levelling vs. Sharpening) and concept attainment strategies (Successive Presentation – Simultaneous Presentation) on three different aspects of students` achievements. Achievement Wechsler Adult Intelligence Scale (Visual Reproduction I) were administered to (60) students enrolled in physics courses to the first grad of secondary school in Warsaw. There was no significant interaction between cognitive style and concept attainment strategies on factual content, conceptual generalization content, nor total content achievement test. However there were significant main effects of cognitive style and concept attainment strategies.