THE EFFECT OF STUDENTS' FIELD INDEPENDENCE/FIELD DEPENDENCE ON COMPUTER ASSISTED INSTRUCTION ACHIEVEMENT (CAI)

PAUL ERICH POST, Purdue University

Abstract

This study investigated the effect of the field independence/dependence (FID) dimension of cognitive style on student achievement in learning material presented using CAI. Three questions were asked: (1) Is there a relationship between student FID and achievement on a CAI lesson? (2) Is there a difference between the effect of FID and the effect of IQ on students' achievement on a CAI lesson? (3) How much of the total variance in the students' achievement scores is accounted for by the variables FID, IQ, age, and gender? This research used a pretest-posttest control group design. Subjects' FID was measured using the Group Embedded Figures Test. The Otis-Lennon Mental Ability Test measured IQ. A demographic questionnaire determined subjects' age, gender, and previous experience. The treatment was the CAI program Rocky's Boots. The pretest was used to eliminate students with prior knowledge of treatment content. The posttest measured students' achievement. Subjects were drawn from the technical fabrication course of the IT Department at Purdue University (N = 113). Subjects received the preliminary tests during the first week of fall semester 1983. Subjects meeting the selection criteria (n = 58) were scheduled over a 2 week period to receive the treatment and posttest. A control group of 15 students then received the posttest. A comparison of the mean posttest scores revealed that the field independent students scored significantly higher (p < .001**) than field dependent students. Conclusion: the student identified as field independent is more likely than the student identified as field dependent to benefit from CAI. Comparing R-squares obtained by regression FID was shown to account for more variance than IQ. Conclusion: FID is a more effective predictor than IQ of student achievement using CAI. Using stepwise regression, the variables FID, IQ, age, and gender were shown to account for 29 percent of the variance in student achievement scores. Conclusion: further research needs to be conducted to explain the variance in student achievement using CAI. It was recommended that FID be used as an element of CAI design and selection criteria, and that further research be conducted on the relationship of FID to student achievement using CAI.

Degree

Ph.D.

Subject Area

Inservice training

COinS