| Summary: | 碩士 === 致遠管理學院 === 教育研究所 === 95 === Abstract
The main purpose of this study was to explore the facts and the relation among student cognitive style, learning strategy and academic achievement at Junior High School. Subjects were 333 boys and 441 girls from 27 classes at 9 junior high schools in Chia-Yi County and Chia-Yi City. One tool is “Messick hidden figure test” revised by Dr. Wu Ching-chi, the other one was “Learning and Studying Strategy Scale at Junior High School” developed by Li Yung-ying.
The data, 754 available responses, were analyzed with the statistic methods of Mean, Standard Deviation, T-test and ANOVA, Correlation and Stepwise Multiple Regression. The conclusions synthesized from the findings of this study are as follows:
1. Students from Chia-Yi County and Chia-Yi City have different cognitive styles.
2. Students have weaker performence on “Attention” and Self-examination” domains of learning strategy.
3. There is significant difference in different cognitive styles because of different personal background variables.
4. There is significant difference in different learning strategies because of different personal background variables.
5. There is positive correlation between junior high school students’ cognitive style and academic achievement.
6. There is positive correlation between junior high school students’ learning strategy and academic achievement.
7. There is positive correlation between junior high school students’ cognitive style and learning strategy.
8. Cognitive style and Learning strategy are the main predictable variables to academic achievement in English, math, and social science subjects.
Key words: Cognitive Style, Learning Strategy, Academic Achievement
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