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ERIC Number: ED167352
Record Type: RIE
Publication Date: 1978
Pages: 15
Abstractor: N/A
Reference Count: 0
The Effect of Field-Dependence-Independence and Instructional Sequence on the Achievement of High School Biology Students.
Douglass, Claudia B.
The primary purpose of the reported study was to identify a possible interaction between the cognitive style of the students and the instructional sequence of the materials and their combined effect on achievement. The subjects were 627 biology students from six midwestern high schools. The students were ranked and classified as field-dependent (FD) or field-independent (FI) students, and were randomly assigned to one of three levels of instructional materials: (1) a deductively sequenced package (DED); (2) an inductively sequenced package (IND) of instruction; and (3) a control group pursuing three related units of high school biology. A pretest-posttest control design was used. The study recommends individualizing instruction in such a way that global FD students are matched with deductive materials and analytic FI students are matched with inductive materials. (Author/GA)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the annual meeting of the National Association for Research in Science Teaching (51st, Toronto, Canada, March 31-April 2, 1978); Contains occasional light and broken type