A Descriptive Study to Assess the Cognitive Style among Teachers Working in Selected Schools of Vadodara (With a View to Improve Cognitive Process)

Abstract

Background: Cognitive style or “thinking style” is a concept used in cognitive psychology to describe the individuals think, perceive and remember information. In the areas of education and management it remains a major concept. So it is necessary for the teacher to have awareness of cognitive style so he can improve the teaching-learning process of the student. Purpose: 1. To assess the present status of cognitive style among the teachers working in selected schools of Vadodara. 2. To find out the association between present status of the cognitive style among the teachers with their selected demographic variable. Materials and Method: In this study a quantitative research approach with descriptive research design was used, data was collected from 40 teachers who are working in the selected schools of Vadodara. A Standardized alert cognitive style scale was used to assess cognitive styles of 1teachers. The chi-square test is used to find out association between cognitive style and socio-demographic variable. The investigator obtained written consent from the concerned authority before the study. Result: With regards to the assessment, out of 40 teachers most of the teachers 21 (52.5%) were using middle brain, 17 (42.5%) were using moderate left brain and very few 1 (2.5%) and 1 (2.5%) were using strong left brain and moderate right brain. There is no significant relationship between cognitive styles and selected socio-demographic variable. Conclusion: As per the data drawn from results, most of the teachers are depends on middle brain and very few of them are depends on moderate left brain and further teachers are the backbone of the educational system so they should aware about their own cognitive style that helps to identify their own strength and weakness that promotes the quality of their teaching-learning activities.