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Cognitive Style, Teaching Mode, and Learning Outcomes
Author(s) -
Njus Helen Pyle,
Hughes Ruth P.,
Stout Betty Lee
Publication year - 1981
Publication title -
home economics research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.372
H-Index - 31
eISSN - 1552-3934
pISSN - 0046-7774
DOI - 10.1177/1077727x8100900401
Subject(s) - cognitive style , mathematics education , psychology , independence (probability theory) , subject matter , variance (accounting) , style (visual arts) , learning styles , regression analysis , covariate , field dependence , mode (computer interface) , cognition , field (mathematics) , econometrics , statistics , pedagogy , curriculum , mathematics , computer science , economics , geography , archaeology , operating system , accounting , neuroscience , pure mathematics , quantum mechanics , magnetic field , physics
The effect of field‐dependence‐independence (FDI) on subject‐matter achievement and mastery of inquiry skills was explored using a partially balanced design. The field research was carried out using 12 intact classes in high schools in Iowa. No significant F values were found in the analysis of variance for either the main effects or the covariates: past achievement, teaching mode, and minutes of instruction. In addition, the regression of FDI on achievement was not significant for any classroom.