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ERIC Number: ED122973
Record Type: Non-Journal
Publication Date: 1976-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
The Effects of Instructional Designs Matched to Individual Differences in Cognitive Styles on Concept Learning: A Trait-Treatment Interaction Study.
Elliot, Charles A.
This study was designed to determine whether instructional treatments specifically designed to match identifiable learner characteristics can produce significantly better learning than mismatched instruction. Instructional treatments for geometry were developed to match learning patterns of individual students, using field-dependence and field-independence as the learner traits. A total of 89 suburban 3rd graders were tested with the Children's Embedded Figures Tests and were classified as either field-dependent or field-independent. They were then randomly assigned to one of three treatment groups: (1) instruction matched to field-independent cognitive style, (2) instruction matched to field-dependent cognitive style or (3) no instruction. After the instruction had been completed, four criterion tests developed and validated by the researcher were administered to the students. The data were analyzed in a trait by treatment (2 x 3) factorial analysis of variance. The findings indicated that there was a successful matching of trait and treatment in comparison to the control treatment in 3 cases and in comparison to the opposite treatment in 1 case. Results were interpreted as providing partial support for the theory that matching learner traits and instructional treatments can produce learning gains. (JMB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Childrens Embedded Figures Test