Paper Type

Master's Thesis


College of Education and Human Services

Degree Name

Master of Education (MEd)



First Advisor

Dr. Marianne Barnes

Second Advisor

Dr. Bernadine Bolden

Third Advisor

Dr. G. Pritchy Smith


This study examined the relationships of cognitive style and motivation to the biology achievement of Filipino students in a North Florida high school. The effects of gender and grade level on test scores, grades, and academic motive responses were considered during data analysis. This sample was found to be more analytical and field-independent when compared with normative groups. Significant correlations were established between achievement and field-independence, persistence, sequential abilities, mobility, and gender. Different academic motives were evident with different achievement measures. When achievement was measured by biology final grades, high achievers felt less pressure, tried harder, and were not motivated by peers. High achievers also cited college attendance as a reason for school attendance. When utilizing a course comprehensive biology test, high achievers reported feeling less pressure in school and enrolled in biology because it was required. Most all subjects, regardless of achievement, reported strong career and economic motives for school attendance.

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