Information Processing Speed and Cognitive Style as Joint Predictors of Secondary School Students’ Achievement in Biology in Anambra State, Nigeria

Okigbo; Ebele Chinelo; Pat-Anyaeji; Veronica Nnenna

doi:10.56201/jbgr.vol.12.no5.2026.pg51.60

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Information Processing Speed and Cognitive Style as Joint Predictors of Secondary School Students’ Achievement in Biology in Anambra State, Nigeria

Okigbo, Ebele Chinelo, Pat-Anyaeji, Veronica Nnenna

Abstract

The study investigated information processing speed and cognitive style as predictors of secondary school students’ academic achievement in Biology in Anambra State, Nigeria. A predictive correlational design was used. A sample of 1,000 SS2 Biology students was drawn from a population of 42,572 using multistage sampling. Two instruments were employed: The Speed Test (ST) adapted from Olav Hoel Dorum, measuring logical reasoning speed, analytical thinking speed, and visual-spatial skills speed; and the Group Embedded Figures Test adapted from Witkin, Oltman, Raskin and Karp (1971), measuring field dependence and field independence. Both instruments were validated by three experts and yielded KR-20 reliability coefficients of 0.92 (ST) and 0.89 . Students’ Biology achievement scores were obtained from teachers’ records. Data were analysed using simple and multiple linear regression. Results showed that information processing speed individually predicted 0.5% of the variance, cognitive style predicted 0.6%, and together they predicted 1.0% of the variance in Biology achievement. Visual-spatial skills speed and logical reasoning speed were significant predictors, but analytical thinking speed was not. Both field dependence and field independence contributed significantly, with field dependence having a slightly larger effect. The joint predictive model was significant, and the regression equation was derived. It was concluded that while information processing speed and cognitive style are significant predictors, their combined effect remains modest, and visual-spatial processing is more relevant to Biology than analytical thinking speed. Recommendations included that Biology teachers should prioritise visual-spatial training and design instruction that accommodates both field-dependent and field-independent learners.

Keywords

Information processing speedcognitive styleacademic achievementBiologyfield dependenceNigeria

References

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Information Processing Speed and Cognitive Style as Joint Predictors of Secondary School Students’ Achievement in Biology in Anambra State, Nigeria

Abstract

Keywords

References

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