Cognitive Style, Teaching Mode, and Learning Outcomes

Abstract

The effect of field‐dependence‐independence (FDI) on subject‐matter achievement and mastery of inquiry skills was explored using a partially balanced design. The field research was carried out using 12 intact classes in high schools in Iowa. No significant F values were found in the analysis of variance for either the main effects or the covariates: past achievement, teaching mode, and minutes of instruction. In addition, the regression of FDI on achievement was not significant for any classroom.