Performance in the English language especially in public examinations in Nigeria has been very poor with summary writing identified as one of the dreaded aspects of the subject. Research efforts have shown that instructional practices in English studies are not tailored to learners’ personality traits such as cognitive style and gender. Cognitive style is an individual’s preferred means of receiving, processing, and making use of information. Gender also plays an important role in the teaching-learning process. This study considered the global and analytic dimensions of cognitive style. This study determines to what extent cognitive style and gender can predict students’ achievement in summary writing. The research design is descriptive with 350 participants drawn from four senior secondary schools in Ibadan. Data were analyzed using regression analysis, and the results show that cognitive style and gender are predictors of students’ achievement in summary writing. Teachers are encouraged to individualise instruction through the knowledge of learner-related variables.

中文翻译：

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尼日利亚伊巴丹部分中学的摘要写作中，认知风格和性别是学生成绩的预测指标

英语成绩，特别是在尼日利亚的公开考试中，表现一直很差，总结写作被认为是该学科最令人恐惧的方面之一。研究工作表明，英语学习中的教学实践并非针对学习者的性格特征（如认知风格和性别）量身定制。认知风格是个人接收，处理和利用信息的首选方式。性别在教学过程中也起着重要作用。这项研究考虑了认知风格的整体和分析维度。这项研究确定了认知风格和性别可以在何种程度上预测学生在总结写作中的成绩。该研究设计具有描述性，共有来自伊巴丹四所高中的350名参与者参加。使用回归分析对数据进行分析，结果表明，认知风格和性别是总结写作中学生成绩的预测指标。鼓励教师通过与学习者相关的变量的知识来个性化教学。