Exploring the Impact of Cognitive Styles on Academic Program Satisfaction: A Case Study of Undergraduate Students at Pwani University, Kilifi

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. Student questionnaire on cognitive style and program satisfaction (CS&PS) and Wyss's (2002) Field Dependence Cognitive Style Checklist was used. 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.