This study aims to explore the relationship between the cognitive style and academic achievement for students in Year One of the Faculty of Economics at the National University of Malaysia. Furthermore we also explore the relationship between students background and their achievement. On the other side, the cognitive style is divided into two dimensions whether it is `Field Independent 'or` Field dependent'. A total of 100 first year students were tested. The measurement tool used was a questionnaire consisting of the background of the students, academic achievement and cognitive style and other factors that have effect on student’s achievement. In general, academic achievement was not affected by gender. While the race factors show that the performance of Chinese students are better than the Malay and other races. However, for the Chinese and Indians, there were no inherent differences in achievement. Study also shows that the correlation coefficient had a positive relation. This means that student’s academic background influence student achievement for first year students. In terms of cognitive style, the students with analytical cognitive styles (Field Independent) has better achievement than students of global cognitive styles (Field dependent).
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In-Text Citation: (Hussin et al., 2021)
To Cite this Article: Hussin, M., Razali, N. M., & Agussalim, M. SE., M. (2021). Influence of Cognitive Style on Students’ Academic Achievement at Faculty of Economics, National University of Malaysia. International Journal of Academic Research in Business and Social Sciences, 11(3), 762-771.
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