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ERIC Number: ED161700
Record Type: Non-Journal
Publication Date: 1978-Apr
Pages: 21
Abstractor: N/A
Reference Count: N/A
The Effects of Inductive-Deductive Teaching Methods and Field-Dependence-Independence Cognitive Style Upon Student Achievement in Mathematics.
Horak, Virginia M.; Zweng, Marilyn J.
Investigated are two instructional treatments, inductive and deductive teaching methods, and the possible interaction between these treatments and the cognitive style dimension of field-dependence-independence. The subject matter was transformational geometry and the criterion measures included an examination testing knowledge, application, analysis, and transfer. Subjects were elementary education majors. The results indicate the possibility that the students who exhibited a field-dependent cognitive style learned more from the inductive method. The field-independent students were not significantly affected by the teaching method. (Author/MP)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A