EMBAR

Author:
Juliet Lebechi Ugwuekpe, Sunday Okechukwu Abonyi, 1Margaret Ndidiamaka Anugwo, Ann NnekaUgwuabo, Francis Elochukwu Ikeh*
Department of Science Education, Ebonyi State University Abakaliki , Department of Science Education, University of Nigeria, Nsukka

DOI: doi.org/10.58924/rjhss.v4.iss4.p15

Published Date: 19-Aug, 2025

Keywords: Keywords: Path Analysis, Cognitive Style, Interest, Attitude, Academic Achievement, Biology

Abstract:
Abstract: Using path analytic method, specifically the study established the path relationships Received: 05-08-2025 Revised: 08-08-2025 Accepted: 14-08-2025 Published: 19-08-2025 Copyright:© 2025 by the authors. Submitted for possible open access publication under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/). amongst students’ cognitive style, interest, attitude and their academic achievement in Biology. Three research questions were raised and answered. The population of the study comprised 9367 Biology students in SS1-3 of 2018/2019 academic session. A sample of two hundred and forty-four (244) respondents comprising of both males and females was used. Data were collected using four instruments; Group Embedded Figure Test (GEFT), Biology Interest Scale (BIS), Biology Attitude Scale (BAS) and a proforma for collection of student academic achievement in biology. BIS and BAS were developed by the researcher and were appropriately validated by three Measurement and Evaluation experts from Department of Science Education from University of Nigeria Nsukka. Reliability coefficient of BIS and BAS were 0.88 and 0.78 respectively while that of GEFT was 0.82 as established by the author. Using the data collected research questions were answered using multiple regression analysis with Analysis of Moment Structure (AMOS) which is path analytic statistical software. Research question one and two were answered using the arrow headed lines in the path diagram, path coefficient and goodness of fit index and RMSEA. Research question three was answered using parameter estimate from IMB AMOS and percentage. The findings of the study showed that: the most meaningful causal model for providing explanation of the achievement of students in biology is recursive model involving FI cognitive style, FD cognitive style interest and attitude. FD cognitive style was included in the model because it has significant path with attitude; the significant path through which the independent variables caused variation in students’ achievement in Biology are those of field independent cognitive style and interest; FI and interest had direct significant path with achievement in biology. FI and FD cognitive style also had direct path relationship with attitude which is significant; and FI-Attitude-Interest had no significant indirect path with students’ achievement in biology, also in a total influence of 0.96 of the predictor variables (cognitive style interest and attitude) on the criterion variables (achievement) 72% was direct while 28% was indirect. It was recommended among others that parents, teachers, curriculum planners and all education stakeholders should reward students who show positive attitude to their studies in form of scholarship, award or prizes to encourage those who are really studying hard.

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