AN INVESTIGATION OF RELATIONSHIPS AMONG BIOLOGY ACHIEVEMENT, PERCEPTION OF TEACHER STYLE, AND COGNITIVE PREFERENCES.

The article presents a study which examines the relationships among achievement in science, directiveness of teaching style, and cognitive preferences through the use of high school biology students. Data gathered from each subject were analyzed by analysis of variance, analysis of covariance, and correlation coefficients. Results of the study indicate that students who display a string preference for application tend to achieve more than those who display a strong preference for memory. Moreover, data suggests that a nondirective teaching style produces greater achievement than a directive teaching style.