Effects of gender and cognitive style on students’ learning retention in social studies using computer-based instructional puzzle



The need to promote learning retention through the adoption of techniques that enhance active participation of the learners in the teaching learning process has resulted into the design of computer-based instructional puzzle in social studies in this study. However, gender and cognitive style have been found to influence learning premised on the technique adopted in the instructional delivery. The study therefore investigated the effects of gender and cognitive style on secondary school students’ learning retention in social studies. The study adopted a pretest-posttest and delayed-test quasi-experimental design. Four junior secondary schools were purposively selected within Ilesa metropolis of Osun State. Intact class was used in each of the schools and a total of 141 participants were involved. The instruments for data collection were Social Studies Achievement Test, Cognitive Style Checklist and Computer-based Instructional Puzzle. Three research questions were answered. The result showed that gender does not affect students’ learning retention in social studies. It further revealed that cognitive style does not affect students’ learning retention in social studies. It also revealed lack of combined effect of gender and cognitive style on students’ learning retention in social studies. Premised on the findings, the researcher recommended the adoption of computer-based instructional puzzle in the teaching and learning of social studies.


Cognitive Style, gender, instructional puzzle, retention, Social Studies

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DOI: https://doi.org/10.26220/mje.3580

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