Abstract
The intention of this article is to examine three strands of research concerning the relationship between pupil cognitive style (as assessed by the Cognitive Style Analysis) and the following factors: pupil performance in GCSE technology examination project work; teaching strategy; teacher and pupil motivation. The research was investigated with a sample of 112 15‐16‐year‐old pupils (85 boys and 27 girls) selected from eight schools. Analysis of the data collected indicated that a pupil's cognitive style did affect their ability to perform in GCSE design and technology project work. The teaching strategy adopted was shown to have differing effects upon a pupil's performance depending upon the cognitive style of that pupil. The data also indicated that the relationship between a pupil's motivation and their teacher's motivation was affected by a pupil's cognitive style.
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