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ERIC Number: ED330817
Record Type: Non-Journal
Publication Date: 1990-Dec-1
Pages: 19
Abstractor: N/A
Reference Count: N/A
Field-dependence Cognitive Styles in the Secondary Marketing Education Classroom, with Implications for Application-Level Reasoning and Problem Solving Behavior.
Fritz, Robert L.
A study of the cognitive style characteristics of marketing education students focused on reasoning and problem solving. Field dependence theory measured particular cognitive styles in secondary school marketing education classrooms and estimated implications for reasoning and problem-solving behavior among currently enrolled students. The study sought to determine whether a particular cognitive style existed in selected secondary marketing education programs and whether a cognitive style had a relationship to the vocational objectives of secondary school marketing education students. Data collected from a population of 236 students in three secondary school marketing education programs in northern Georgia during the spring and fall of 1990 included demographic information and occupational objectives. The Group Embedded Figures Test was used to measure cognitive style. Descriptive statistics, correlations, t-tests, and a discriminant function analysis were applied to the data. It was found that: (1) students exhibited no single cognitive style; (2) students had a broad range of interests and abilities; (3) in accordance with theory, males were more field independent than females; and (4) despite a career objective requiring field independence, only 58 of 236 students' scores showed analytical abilities and interests. Three recommendations were made: (1) student interests in higher order thinking should be correlated to cognitive style; (2) relationships of field-dependence theory should be established; and (3) instructional practices to modify restructuring skills should be established. (Twelve references and 12 tables are included.) (NLA)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Embedded Figures Test