NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED392788
Record Type: RIE
Publication Date: 1995-Nov
Pages: 25
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Evolution of Cognitive Styles for Preprofessional Educators.
Simpson, F. Morgan; And Others
The cognitive styles of Education majors at a southern university were examined over a five-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. Two hundred twelve students were retested at the conclusion of their internships. In the interim, course grades across six required undergraduate courses were compared with cognitive style. Findings indicated that the students became more field-independent (mean increase of 1.5). Males tended to be more FI than females, but females performed better academically across the six courses. Further significant correlations exist between the students grades in the six courses, and the students with the higher course grades had higher embedded figures scores (indicating they were more field-independent). Significant F values were found in four courses. A similar pattern, though not significant, was found in the other two courses. Students with higher course grades generally had higher mean embedded figures scores in six selected courses. (Contains 24 references.) (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Group Embedded Figures Test; Preservice Teachers
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 9, 1995).