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ERIC Number: ED293898
Record Type: RIE
Publication Date: 1986
Pages: 12
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effect of Field-Dependence-Independence Match and Mismatch of Student and Teacher on Science Achievement.
Barry, Martha H.
A study involving 907 students and 14 teachers at South Carolina public schools investigated the link between teacher-student cognitive style matches and mismatches and science achievement in grades 7 and 8. The students included 426 males and 481 females, 404 seventh graders and 503 eighth graders, and 569 caucasian and 335 black students; three students fell into other racial categories. The teachers included three males and 11 females and 10 caucasian and four black subjects. Cognitive style was measured via the Group Embedded Figures Test, while science achievement was indicated by the students' grades in science. Results indicate that science achievement was significantly higher when a field-independent student was matched with a field-independent teacher and significantly lower when a field-dependent student was matched with a field-dependent teacher. Mismatching of student and teacher resulted in approximately the same science achievement level regardless of the direction of the mismatch. (TJH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A