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ERIC Number: ED102966
Record Type: RIE
Publication Date: 1972
Pages: 164
Abstractor: N/A
Reference Count: N/A
A Study of the Effect on Achievement as Influenced by the Relationship Between the Individual's Cognitive Style and Instructional Mode.
Dequin, Henry Conrad
To determine whether student achievement could be improved by matching cognitive style to instructional mode, a study was undertaken with 184 high school sophomores and juniors. Students were tested for reading and listening ability and preference and assigned to instruction based on reading and audio presentations. Ability was also tested. Students were divided into eight groups and achievement tests administered after instruction. Tests indicated that on the basis of the instruments used, a valid and predictive diagnosis of cognitive style could not be developed; that reading or listening preference did not measurably affect achievement, and that the reading mode was more effective than the listening mode. Copies of the survey instruments, script for the audio presentation, and the posttest are included. (SK)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 72-28,420; HC-$10.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Doctoral Thesis, Wayne State University