Abstract
Individual differences play a vital role in learning, as they lead learners towards Field-Dependent and Field-Independent learning styles, assumed the perceptions of individuals. For learning science, perception, spatial orientation and analytical approach have been considered extremely essential. There are several context factors which have been reported to have connection with directly or indirectly cognitive learning styles. The present study explored the effects of context factors such as age, gender,. academic achievement and mother’s qualification of science students. For this study, 462 undergraduate science students were selected randomly from BS Physics, BS mathematics, and BS Computer Engineering programmes from four universities. The standardize test “SHAPES” was administered to recognize Field-Dependent-Field Independent learners. The regression analysis revealed that context factors such as gender, age, and grade point average significantly contribute to field contingent and field free thinking cognitive learning style.
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