INTERACTION EFFECTS OF COGNITIVE STYLE AND INSTRUCTIONAL STATEGY ON STUDENT’S KNOWLEDGE OF PHYSICS IN AKWA IBOM STATE SECONDARY SCHOOLS

The purpose of this study was to investigate the interaction effects of cognitive style and instructional strategy on student's knowledge of physics. The sample of the study consisted of 386 SS1 physics students drawn from eight (8) secondary schools. The design of the study was quasi-experimental 2× 2 non-equivalent pre-test – post-test control group design. Two instruments, Sigel's Cognitive Style Tests (GCST) and Test of Knowledge in Physics (TKIP) were used in generating data for the study. Two research hypotheses were formulated to guide the investigation. The reliability coefficient of the instrument determined by Kudar–Richardson formula 21 (KR-21) were 0.71 for GCST and 0.81 for TKIP. ANCOVA was used in testing the hypotheses at P < 0.05 level of significance. MCA was performed where the main effect were significant. The analysis showed that there is a significant interaction effect of cognitive style and instructional strategy on students' knowledge of physics. It was recommended that physics teachers strive to be aware of the type of cognitive style their students possess for proper choice of effective teaching strategies.