Abstract
The study investigated the relationship between students’ cognitive styles and senior secondary school students’ academic achievement in Biology in Gombe State, Nigeria. Two null hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlational research design. The population of study consisted of 28,569 SSS III students’ spread across the 184 senior secondary schools in three education zones across the 11 local government areas ofGombe state, Nigeria. Four hundred students offering Biology were drawn from this population using the multistage sampling technique at four levels. Experts in Biology Education validated the instruments. The Cronbach alpha statistic, reliability coefficients of 0.82 and 0.69 were obtained for theFDCS and FICS while 0.67 of Biology Achievement Test was also obtained through Kuder Richardson formula 21. The data collected were analyzed using Pearson product moment correlation coefficient. The result found strong and positive statistically significant relationship between students’ cognitive styles and senior secondary school’s academic achievement in Biology.It was recommended that Educational stakeholders should increase the students’ awareness on how to handle field dependent in term of good enabling environment. Also Seminar and workshop should be organized and made compulsory for Biology teachers and should draw attention of students on individual differences and uniqueness especially from psychological point of view.