00000ctm a22000004a 4500 UP-99796217605976657 Buklod 20230503092542.0 m o j ta 030101s2001 xx r |000 u|eng d (iLib)UPD-00000368906 eng LG 995 2001 L4 G66 Gonzales, Grace Marie B. author. Cognitive styles and academic performance of students in library and information science Grace Marie B. Gonzales ; Josephine C. Sison, adviser ; Robinson C. Soria, reader. Quezon City : Institute of Library Science, University of the Philippines Diliman 2001. xviii, 164 leaves Vita. Thesis (Master of Library Science)--University of the Philippines Diliman October 2001. This study looks into the cognitive styles of undergraduate students of the UP Institute of Library Science to find out if: 1) there is a predominant cognitive style and style combination among them; 2) the student's gender, age, year level and mode of entry affect his or her cognitive style; and 3) the students' cognitive styles and/or style combinations affect their performances in LIS core courses as indicated by their final grades. The conceptual framework of the study was based on Richard Riding's Wholist-Analytic/Verbal-Imagery Model of cognitive style. With the Cognitive Styles Analysis (CSA) as the main data gathering tool, one hundred forty-one undergraduate students (50 percent of the student population) enrolled during the second semester of Academic Year 2000-2001 were tested for their cognitive styles in both dimensions. Along the wholist-analytic dimension, seventy (50 percent) respondents belong to the analytic cognitive style group, forty-one (29 percent) intermediate and thirty (21 percent) wholist. Along the verbal-imagery dimension, fifty-nine (42) belong to the verbaliser cognitive style group, forty-three (30 percent) bimodal and thirty-nine (28 percent) imager. Regarding cognitive style combinations, analytic-verbalisers comprise the biggest group of twenty-three (23 percent), followed by analytic-bimodals (15 percent), analytic-imagers (12 percent), intermediate-imagers (11 percent), wholist-verbalisers (10 percent), intermediate-verbalisers (9 percent), intermediate-bimodals (9 percent), wholist-bimodals (7 percent) and wholist-imagers (4 percent). The mean cognitive style ratio of the respondents is 1.45 along the wholist-analytic dimension and 1.03 along the verbal imagery dimension. This study yielded the following results: Along the wholist-analytic dimension, there is a predominant cognitive style and style combination. Half of the respondents belong to the analytic cognitive style group while majority possess an analytic-verbaliser cognitive style combination. The gender, age, year level and mode of entry of ILS students do not affect their cognitive style; and there is no correlation between cognitive style ratios and final grades in LIS courses and there is no significant difference between the average grades of respondents belonging to the different cognitive style groups. The study likewise recommends the more in-depth studies be done regarding the effect of cognitive style on academic performance in LIS courses per course and in interaction with other variables, and on the teaching techniques and assessment methods of elementary and high school teachers. Sison, Josephine C. adviser. Soria, Robinson C. reader. Thesis FI UP UPD DLS LG 995 2001 L4 G66 Thesis