Gender differences in Field Dependent and Field Independent Cognitive Learning styles toward Reading Comprehension among Secondary School Students in Kiambu County, Kenya

The study examined gender differences in FD and FI cognitive learning styles toward reading comprehension among secondary school students in Kiambu County, Kenya. The researcher adopted correlational research design. Purposive sampling was used to pick 20 public day secondary schools in Kiambu County while simple random sampling was used to sample 860 students who took part in the study. The study collected data from the sampled schools and participants using questionnaires. Data analysis was done through coding into SPSS version 23. Descriptive data was presented in frequency distribution tables, percentages, means and standard deviations. Hypotheses testing was done using independent samples t-test. The results showed that the mean score difference between male and female respondents with FI cognitive learning style was not statistically significant (t (450) =.88, p >.05). The results also showed that there was no statistically significant difference in the FD cognitive learning styles between male and female respondents (t (402) = -1.57, p >.05). Based on the results, male and female students use similar cognitive learning styles. Therefore teachers need to put the same effort when teaching boys and girls to enhance their academic performance in reading comprehension.