Abstract :
Every individual possesses a distinctive learning and thinking approach
which is due to the unique cognitive learning style of the individual.
Cognition elucidates an individual’s customary and natural style of
perceiving, thinking, and resolving the concerned problem. This study
aimed to consider the convergent-divergent cognitive learning styles, in
relation to attitudes and academic achievements of undergraduate science
students. This descriptive study consists of a sample of 1222 randomly
selected undergraduate science students. The data was collected through
a standard test of divergent skills, an attitude questionnaire, and
academic results of undergraduate science students. The results revealed
that male students tend to be less divergent while being more divergent
tends to associate with higher academic performance and more positive
attitudes towards science. It was found that there is a tendency for those
with less divergent skills to choose to study the sciences despite the fact
that such skills are related to better performance. It is concluded that
although it is not possible for teachers to respond to the wide range of
variations in learning styles of their students. However, the way the
curriculum in the sciences (and related areas) is devised needs re-thought
and the way textbooks are developed may need radical overhaul. This
pattern is interpreted and implications are discussed in this paper
Keyword :
Cognitive style, Convergent, Divergent, Attitude