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ERIC Number: ED075196
Record Type: RIE
Publication Date: 1973-Feb
Pages: 5
Abstractor: N/A
Reference Count: 0
Relationships Between Cognitive Style and Instructional Treatment Among Prospective Elementary School Teachers.
Smith, Gerald Eugene
The purpose was to determine if there existed an interaction of cognitive style with teaching method on achievement and retention of strategies acquired through two differential treatments. Forty-eight elementary education majors received instruction on the topics "Teaching Division of Rational Numbers in the Elementary School" in one of two ways: (1) as a participant in a teacher demonstration presentation or (2) through the use of a written self-paced learning module. The Hidden Figures Test (HFT) was used to provide measurement of the cognitive style of flexibility of closure; an achievement test was administered following the treatments and an alternate form administered at the end of the semester to measure retention. Results showed no differences between treatment groups on achievement or retention and no significant interaction between flexibility of closure and treatment. However, there was a higher correlation between HFT scores for the module group as compared to the teacher demonstration group on both achievement and retention. (DT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at Annual Meeting of American Educational Research Association (New Orleans, Louisiana, February 25-March 1, 1973)