RELATIONSHIP BETWEEN COGNITIVE STYLES AND ACADEMIC ACHIEVEMENT OF GEOGRAPHY EDUCATION STUDENTS IN GOMBE STATE UNIVERSITY

ABSTRACT This study examines the relationship between cognitive styles and academic achievement of students. The research investigates how different learning strategies, gender variations, and cognitive processing styles influence students' academic success. The study employs a survey research design, using structured questionnaires to collect data from respondents. The sample consists of students from various academic backgrounds, ensuring diversity in responses. Data analysis is conducted using statistical tools to determine the correlation between study habits, cognitive styles, and academic outcomes. Findings reveal that students with structured and consistent study habits tend to achieve higher academic performance compared to those who engage in last-minute studying. The study also identifies gender-related differences, with male students exhibiting more extreme performance variations, while female students demonstrate greater academic consistency. Additionally, the research highlights the role of cognitive styles in learning efficiency, with field-independent learners performing better in self-directed study environments, whereas field-dependent learners benefit from collaborative learning approaches. Based on these findings, the study recommends the adoption of structured study schedules, cognitive-style-based learning strategies, and academic mentorship programs. Educators are encouraged to implement diverse teaching techniques that cater to different cognitive preferences, while institutions should develop support systems to enhance student learning. This research contributes to the existing body of knowledge by providing empirical insights into the relationship between study habits, cognitive processing styles, and academic success.