Possible Relationship between Extent of Divergence, Science Achievement and Attitudes towards Science

Farkhunda Rasheed Choudhary


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.


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