Before intervention, mathematics performance differed by cognitive style, with field independent students scoring highest and field dependent students lowest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? At pretest, math scores differed significantly by cognitive style group (F=5.06, p=0.009), with field dependents low, intermediates medium, and field independents high; post-hoc Tukey DSH showed a significant FI-FD difference (p=0.006). → Mery Luz Vega; Christian Hederich M 2015

Evidence¶

Mery Luz Vega; Christian Hederich M 2015¶

Mery Luz Vega; Christian Hederich M. (2015). The Impact of a Cooperative Learning Program on the Academic Achievement in Mathematics and Language in Fourth Grade Students and its Relation to Cognitive Style. New Approaches in Educational Research 4(2), 84-90. https://doi.org/10.7821/naer.2015.7.124

q2 · i? · causal · r2

Pretest ANOVA on math scores by cognitive style subgroup in the 76-student sample (EFT mean 9.5, SD 6.3). The authors say this reflects Hederich's slant that the educational system favors field independent individuals.

"The ANOVA test showed significant differences linked to style groups (F=5,06; p=0,009). Specifically, the post -hoc analysis found a significant difference between field independents (FI) and field dependents (FD) in the DSH test of Tukey (p=0,006)."

Discussion¶

Learner Variables¶

• Learning-Style Preferences — predictor: learners reporting different styles differed here; not a test of matching instruction to style

Related Claims¶

• The cooperative learning program showed no significant effect on language achievement in fourth-grade students — related
• Cooperative learning benefited all three cognitive style groups equally in mathematics, with no interaction between methodology and cognitive style — related