RELATIONSHIP BETWEEN COGNITIVE STYLES AND SATISFACTION WITH ACADEMIC PROGRAMMES AMONG UNDERGRADUATE STUDENTS AT PWANI UNIVERSITY, KENYA

Abstract

Choosing a university academic programme is an important task and a key defining moment in a learner’s career life. Besides, placement in a programme that matches one’s cognitive style is just as critical. Therefore, the purpose of this study was to examine the relationship between cognitive styles and programme satisfaction among undergraduate students at Pwani University, Kenya. The following objectives guided the study: To (i) describe the cognitive styles of undergraduate students at Pwani University on the Field Independence–Field Dependence dimension, (ii) determine the level of academic programme satisfaction of undergraduate students at Pwani University; and (iii) correlate undergraduate students’ cognitive style and their level of programme satisfaction. The study was guided by Witkin’s Field Dependence-Field Independence theory. A correlational study design was applied in the study. The tool for data collection was a cognitive style and programme satisfaction (CS&PS) students’ questionnaire. The study’s target population comprised of 1,926 first and 1,671 third year undergraduate students at Pwani University. The study made use Krejcie and Morgan Sampling table to obtain a sample size of 351. Proportionate sampling was used to sample the respondents to represent schools, departments and gender. Test-retest procedure was run to enhance reliability and validity of the tool. Cronbach’s alpha coefficient was calculated to determine the reliability of the piloted questionnaires. The content validity of the study instruments was ensured through expert review and pilot study. Confidentiality, anonymity, and honesty in methodology and reporting was observed. Data was analyzed using chi-square, Pearson correlation and regression analysis using Statistical Package for Social Sciences (SPSS). The study found that 54.9% of respondents were Field Independent (FI) learners, while 44.8% were Field Dependent (FD). Further, more female students (69.5%) had FD cognitive style while more male students (74.8%) had FI cognitive style. The study found that 78.3% of learners were satisfied with their programme of study while 21.7% were dissatisfied. The study further reported a significant relationship between cognitive styles and programme satisfaction among students (r = 0.476, p = 0.000). The study concluded that that there was a significant relationship in cognitive styles of undergraduate students’ academic programme satisfaction at Pwani University; and that 51.6% of academic program satisfaction can be attributed to students’ cognitive style and intervening variables and 22.7% to cognitive styles alone. The study recommended that Pwani university management through academic mentorship programmes should encourage the undergraduate students to identify their cognitive styles and the learning strategies to enhance their optimal performance. The university should also endeavor to facilitate as many student’s inter- and intra-school transfer requests as possible to enhance more future programme satisfaction and productivity. The study also recommends that lecturers should apply a wide variety of teaching methodologies and resources in a bid to accommodate each individual learner’s cognitive style preferences during learning.