The Relationship of Cognitive Style and Instructional Style to the Learning Performance of Undergraduate Students
The purpose of this study was to investigate the relative effect of two different instructional styles, "discovery" and "expository," on the change in learning performance of subjects of contrasting cognitive styles, field dependent and field independent. Based on the administrat...
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Published in | The Journal of educational research (Washington, D.C.) Vol. 73; no. 6; pp. 354 - 359 |
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Main Author | |
Format | Journal Article |
Language | English |
Published |
Bloomington, Ill
Routledge
01.07.1980
Heldref Publications Public School Pub. Co. for the University of Illinois, Bureau of Educational Research |
Subjects | |
Online Access | Get full text |
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Summary: | The purpose of this study was to investigate the relative effect of two different instructional styles, "discovery" and "expository," on the change in learning performance of subjects of contrasting cognitive styles, field dependent and field independent. Based on the administration of the Group Embedded Figures Test, sixty-four subjects (thirty-two field dependent and thirty-two field independent) were randomly assigned to one of nine experimental groups (three expository experimental groups, three discovery experimental groups, and three no-treatment groups). The Behavior Modification Achievement Test, an original research instrument, was administered to all subjects on a pretest-posttest basis to measure change in learning performance. ANOVA revealed no significant interaction tied to the manipulation of the independent variable. |
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ISSN: | 0022-0671 1940-0675 |
DOI: | 10.1080/00220671.1980.10885265 |