Exploring Cognitive Styles: Differentiating Students as Field-Independent and Field-Dependent Learners

Abstract

Abstract— Cognitive style refers to an individual’s preferred way of processing information, which is manifested in perception, attention, thinking, memory, and problem-solving methods. Learning style is shaped by an individual’s neural structure and function and is influenced by family, education, and social culture. Learning styles have a significant impact on the quality and effectiveness of learning. The concepts of field independence and field dependence originate from H. Witkin’s research on perception. Individuals who are field-independent tend to use their internal references when making objective judgments; they are less influenced or hindered by external factors and are cognitively independent from their environment. They tend to process information at a more abstract and analytical level, making independent judgments. On the other hand, field-dependent individuals tend to rely on external references when processing information and perceiving objects, which makes it more difficult for them to escape the influence of environmental factors. Their attitudes and self-perception are more easily influenced or disturbed by those around them, especially by authority figures. They are skilled at reading between the lines and pay attention to and remember the social content of verbal information. Field independence and dependence are closely related to students’ learning. Research shows that field-independent students generally prefer the natural sciences and mathematics, and their grades in these subjects are significantly positively correlated. Their learning motivation is often primarily intrinsic. Field-dependent students, however, generally prefer the social sciences; their learning relies more on external feedback, and they are more interested in people than in things. Field-independent individuals are skilled in using analytical perceptual methods, while field-dependent individuals prefer non-analytical, general, or holistic perceptual methods. They find it difficult to distinguish the components or elements of things in complex situations. Furthermore, field-independent students find it easier to provide structure to unstructured material and adapt more easily to less rigid teaching methods. In contrast, field-dependent students prefer highly structured teaching, as they require external structure from the teacher and need clear guidance and explanations. In the survey conducted, 330 students aged 12–16 participated. The assessment of learning styles revealed a remarkable imbalance in the distribution between field-independent and field-dependent students. Field-dependent students constituted the majority, accounting for 72.1% (n = 238), while field-independent students represented 27.9% (n = 92) of the sample. Data analysis showed that the Field Dependent (FD) learning style was dominant, with nearly 3 out of 4 students (72%) exhibiting this characteristic. It also appeared that there was no statistically significant relationship between the FI/FD learning style and the students’ gender, age group, or computer usage hours. These findings suggest that the FI/FD learning style is independent of demographic characteristics and technology use habits in this particular sample. The high proportion of FD students compared to FI students may have important implications for the design of educational interventions and the adaptation of teaching methods.