Abstract

This examined the influence of cognitive style and locus of control on students’ achievement in English vocabulary in Senior Secondary Schools in Okitipupa Local Government Area, Ondo State. The survey research design was adopted. Four schools were randomly selected for the study, 200 SSS 2 students (50 per school) participated in the study. The instruments that were used for data collection were English Vocabulary Achievement Test (r=0.85), Gift Embedded Figures Test (r=0.74), and Locus of Control of Control Scale (r=0.62). The data collected were analyzed using Pearson Product Moment Correlation (PPMC). The findings revealed that:cognitive style had a significant influence on students’ achievement in English vocabulary. Locus of control also had a significant influence on students’ achievement in English vocabulary. Based on these findings, it was concluded that the study provided empirical evidence on the influence of cognitive style and locus of control on students’ achievement in English vocabulary. It was recommended that teachers should take cognisance of these important learners’characteristics in their classrooms so as to adapt the teaching and learning process to suit each learners’style. Also, students should be presented with extensive vocabulary activities so that each student can choose an activity that is suitable to his/her cognitive style.