Abstract
This paper aimed at investigating the relationship of cognitive styles withstudents’ academic achievement in the subject of science at elementary level. Asample of 511 students, studying in 8th class, was taken from five Pakistani publicsector secondary schools. The data collected through the study instruments wereanalyzed by using Pearson product moment correlation, partial correlation and ttest. Results indicate that male students tended to be more field dependent, whilefemale students were more inclined towards field independence and the lowachievers were found to be field dependent while high achievers tended to be fieldindependent. Results have many implications for teachers, e.g. teachers may helpfield dependent children act more field independently to achieve well in thosesubject areas where field independence is required.
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