With motivational scaffolding, students of different FDI cognitive styles achieve equivalent learning¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In the scaffolding group, cognitive style showed no significant effect on learning achievement, so performances of field-dependent, intermediate, and field-independent novices were equivalent. → Valencia-Vallejo et al. 2017

Evidence¶

Valencia-Vallejo et al. 2017¶

Nilson Valencia-Vallejo, Omar López-Vargas, Luis Sanabria-Rodríguez. (2017). Effect of Motivational Scaffolding on E-Learning Environments: Self-Efficacy, Learning Achievement, and Cognitive Style. Journal of Educators Online. https://eric.ed.gov/?id=EJ1168944

q3 · i? · causal · r2

A complementary ANOVA within the scaffolding group (n = 31) found no significant cognitive-style effect on achievement ("F ( 2 , 2 8 ) = 1 . 9 1 3"). The authors conclude novices' performances with different cognitive styles are equivalent.

"O n t h e o t h e r hand, students that interacted with the version of the e-learning environment that included the motivational scaffolding did not exhibit a significant statistical effect with respect to learning a c h i e v e m e n t ( F ( 2 , 2 8 ) = 1 . 9 1 3 , p = 0 . 1 6 7 , η 2 = .12)."

Discussion¶

Learner Variables¶

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

Related Claims¶

• Without scaffolding, field-independent students outperform field-dependent students in learning achievement — related
• Cognitive style in the FDI dimension shows no significant main effect on self-efficacy or achievement when the scaffolding condition is pooled — related