Abstract
This study examined the relationship between the matching of teachers and students’ cognitive styles (Field dependence independence dimension) and the students'academic achievement Third and sixth grade female teachers and a sample of their Students (six females and six males) were administered the appropriate versions of the Embedded Figures Test to identity their cognitive style. The students were also administered Forms A and B of the Comprehensive Tests of Basic Skillsduring an interval of one year to assess their academic achievement An analysis of covariance indicated that the teachers and students’ cognitive styles influenced the students’ academic achievement. Significant pre‐test and post test interactions were found between the teachers and students’ cognitive styles indicating higher achievement scores for the students of field independent teachers.
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