The Effect of Learning Styles to Build Learner Autonomy

Abstract

The purpose of this study was to investigate the effect of fielddependent and field-independent cognitive learning styles on learning achievement and the relation between cognitive learning and gender. The subjects were SMU students of Social Science (IPS) and Mathematics and Natural Science (WA) classes of SMUK Triyana. The scores of summative test of several school subject matters were used as the data. The results show that cognitive learning styles do not have any effect on the students' achievement on History subject matter. However, cognitive learning styles influence English learning. This study also shows that gender does not affect achievement.