THE LEVEL OF SATISFACTION WITH ACADEMIC PROGRAMMES AMONG UNDERGRADUATE STUDENTS AT PWANI UNIVERSITY

Year 2025, Volume: 4 Issue: 1, 10 - 28, 30.06.2025

Mweti Jocelyn Kathure

Abstract

Choosing a university course of study is a big decision that will affect a student's career development. Furthermore, enrolling in a program that suits one's cognitive type is just as vital. Investigating undergraduate students' level of satisfaction with academic programs was the goal of this study. The investigation was guided by the Field Dependence-Field Independence concept proposed by Witkin. Correlational research methodology was employed. Students' cognitive style and program satisfaction (CS&PS) survey was used to collect data. Study participants included 1,926 first-year undergraduates and 1,671 third-year undergraduates. The study created a sample size of 351 using the Krejcie and Morgan Sampling table. Proportionate sampling was used to choose the respondents in order to represent departments, schools, and genders. The test-retest method was used to improve the tool's validity and reliability. The Cronbach's alpha coefficient was computed to evaluate the piloted surveys' reliability. To ensure the content validity of the study instruments, expert evaluation and pilot research were employed. For regression analysis, chi-square analysis, and Pearson correlation, the Statistical Package for Social Sciences (SPSS) was utilized. As to the study, 54.9% of participants were Field Independent (FI) learners, whereas 44.8% of participants were Field Dependent (FD) learners. Furthermore, female students had a higher prevalence of FD cognitive style (69.5%), but male students had a higher prevalence of FI cognitive type (74.8%). 78.3% of students were satisfied with their course of study, compared to 21.7% who weren't, according to the report. According to the survey, in order to improve undergraduate students' performance through academic mentorship programs, the administration of Pwani University should encourage them to identify their cognitive types and learning styles. The study also proposes that lecturers employ a variety of teaching methods and materials to try to meet each learner's chosen cognitive type during the learning process.

Keywords

Academic programme , Cognitive style , Programme satisfaction , Cronbach’s alpha coefficient , Field Dependent.

Ethical Statement

All requisite research ethics guidelines were meticulously followed during the study's execution.

References

• Africa-America Institute (2015). State of education in Africa report, 2015: A report card on the progress, opportunities and challenges confronting the African education sector. The Africa-American Institute.
• Altun, A., & Cakan, M. (2006). Undergraduate students' academic achievement, field dependent/independent cognitive styles and attitude toward computers. Journal of Educational Technology & Society, 9(1), 289-297.
• Anstey, K. J., & Low, L. F. (2004). Normal cognitive changes in aging. Australian Family Physician, 33(10). 783-787
• Baghel, M. S., Singh, P., Srivas, S., & Thakur, M. K. (2019). Cognitive changes with aging. Proceedings of the National Academy of Sciences, India Section B: Biological Sciences, 89(3), 765-773.
• Barnes, B. J., & Randall, J. (2012). Doctoral student satisfaction: An examination of disciplinary, enrollment, and institutional differences. Research in Higher Education, 53(1), 47-75.
• Chan, J. S., & Yan, J. H. (2018). Age-Related Changes in Field Dependence– Independence and Implications for Geriatric Rehabilitation: A Review. Perceptual and Motor Skills, 125(2), 234-250.
• Douglas, M. (2003). Risk acceptability according to the social sciences (Vol. Psychology Press.
• Ellah, B., & Achor, E. E. (2015). Cognitive Styles and Attitude to Science of Senior Secondary School Science Students of High Cognitive Ability Level. International Centre for Science, Humanities and Education Research Journal (ICSHER Journal), 1(3), 10-26.
• Goodenough, D. R., & Witkin, H. A. (1977). Origins of the field‐dependent and field‐ independent cognitive styles. ETS Research Bulletin Series, 1977(1), 1-80.
• Goodenough, D. R. (1976). The role of individual differences in field dependence as a factor in learning and memory. Psychological Bulletin, 83(4), 675.
• Herman, C. (2011). Obstacles to success-doctoral student attrition in South Africa. Perspectives in Education, 29(1), 40-52.
• Hudson, L. (1967). Contrary Imaginations; a psychological study of the English Schoolboy. Harmondsworth: Penguin
• Jantan, D. H. (2014). Relationship between students’ cognitive style (field-dependent and field–independent cognitive styles) with their mathematic achievement in primary school. International Journal of Humanities Social Sciences and Education (IJHSSE), 1(10), 88-93.
• Kagan, J., Rosman, B. L., Day, D., Albert, J., & Phillips, W. (1964). Information processing in the child: Significance of analytic and reflective attitudes. Psychological Monographs: General and Applied, 78(1), 1.
• Keari, O. M., Alice, A. A., & W, M. S. (2024). Impact of Parental Deprivation on Academic Success of Children: A Study of Public Primary Schools in Masaba South, Kenya. Advances in Research, 25(6), 111–125. https://doi.org/10.9734/air/2024/v25i61184
• Kirton, M. (1976). Adaptors and innovators: A description and measure. Journal of Applied Psychology, 61(5), 622.
• Krejcie, R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and psychological measurement, 30(3), 607-610.
• Lusweti, S., Kwena, J., & Mondoh, H. (2017). Analysis of student-teacher cognitive styles interaction: An approach to understanding learner performance. Journal of Education and Practice, 8(14), 10-20.
• Maghsudi, M. (2007). The interaction between field dependent/independent learning styles and learners’ linguality in third language acquisition. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 7(5), 1-23.
• Mall-Amiri, B., & Ahmadi, Z. (2014). The relationship between EFL learners’ critical thinking, and metacognitive strategies. International Journal of Language Learning and Applied Linguistics World, 5(1), 488-505.
• Motahari, M. S., & Norouzi, M. (2015). The difference between field-independent and field dependent cognitive styles regarding translation quality. Theory and Practice in Language Studies, 5(11), 2373-2381.
• Mugenda, O. M., & Mugenda, G. A.(2003). Research methods: Research methods quantitative and qualitative approaches. Nairobi: Act Press.
• Muhammad, T., Daniel, E. G. S., & Abdurauf, R. A. (2015). Cognitive Styles Field Dependence/Independence and Scientific Achievement of Male and Female Students of Zamfara State College of Education Maru, Nigeria. Journal of Education and Practice, 6(10), 58-63.
• Musya, M. N. (2015). Cognitive styles and academic achievement among secondary school learners in Kenya. University of Nairobi.
• Njoroge, M. M., Wang’eri, T., & Gichure, C. (2016). Examination repeats, semester deferments and dropping out as contributors of attrition rates in private universities in Nairobi County Kenya. International Journal of Education and Research, 4(3), 225-237
• Oginga, J. M. (2020). Cognitive styles in secondary schools in Kenya: Comparing gender and discipline areas (Doctoral dissertation, University of Nairobi).
• Okoye, P. O. (2016). Influence of gender and cognitive styles on students’ achievement in Biology. AFRREV STECH: An International Journal of Science and Technology, 5(1), 59-65.
• Omwenga, M., & Kayusi, F. (2024). Perception of Parents of Children With Mental Health in Kisii County, Kenya. Asian Journal of Advanced Research and Reports, 18, 264–278.
• Omwenga, M., & W, M. S. (2024). The Influence of Sociodemographic Factors on Anti-social Behavior among Children: A Case of Bobaracho Area, Nyaribari Chache, Kenya. Archives of Current Research International, 24(11), 375–385. https://doi.org/10.9734/acri/2024/v24i11979
• Pask, G. (1969). Strategy, competence and conversation as determinants of learning. Programmed Learning and Educational Technology, 6(4), 250-267.
• Pwani University Admissions Office (2020). Pwani University bachelors with admission numbers, deferment, inter-intra school transfers’ copy. Riding, R., & Cheema, I. (1991). Cognitive styles: An overview and integration. Educational Psychology, 11(3-4), 193-215.
• Rostampour, M., & Niroomand, S. M. (2014). Field dependence/independence cognitive styles: Are they significant at different levels of vocabulary knowledge? International Journal of Education and Literacy Studies, 2(1), 52-57.
• Soilemetzidis, I., & Dale, C. (2013). Student retention in UK higher education: Exploring the link between entry grades and attrition trends. European Academic Research, 8(1), 2326-2349.
• Witkin, H. A. (1973). The role of cognitive style in academic performance and in teacher‐ student relations 1 2. ETS Research Bulletin Series, 1973(1), i-58.
• Witkin, H. A., & Goodenough, D. R. (1981). Cognitive styles: essence and origins. Field dependence and field independence. Psychological issues, (51), 1-141.
• Witkin, H. A., Moore, C. A., Oltman, P. K., Goodenough, D. R., Friedman, F., Owen, D. R., & Raskin, E. (1977). Role of the field-dependent and field-independent cognitive styles in academic evolution: a longitudinal study. Journal of educational psychology, 69(3), 197.
• Wyss (2002). Influence of career information on choice of degree programme among regular and self-sponsored students in public universities, Kenya. Journal of Education and Practice, 8(11), 38-47
• Yamini (2003). Cognitive style as a factor in accounting students' perceptions of career-choice factors. Psychological Reports, 71(3), 1275-1281