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...

Full description

Saved in:
Bibliographic Details
Published inThe Journal of educational research (Washington, D.C.) Vol. 73; no. 6; pp. 354 - 359
Main Author Macneil, Richard D.
Format Journal Article
LanguageEnglish
Published Bloomington, Ill Routledge 01.07.1980
Heldref Publications
Public School Pub. Co. for the University of Illinois, Bureau of Educational Research
Subjects
Academic learning
Cognitive style
Control groups
Instructional design
Learning
Learning styles
Posttests
Pretests
Teachers
Teaching methods
Online AccessGet full text

Cover

More Information
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.
ISSN:0022-0671
1940-0675
DOI:10.1080/00220671.1980.10885265