Individual Differences in Cognitive Styles and the Guidance Variable in Instruction

Publisher Website
Google Scholar
Abstract
Relationships between the analytic/global dimension of cognitive style and two instructional strategies varying in the degree of written guidance provided the learner were examined. Subjects, classified as analytic or global, were randomly assigned to treatment groups and taught concepts of mathematical symmetry by one of two designated instructional methods. Criterion measures were administered to all subjects, with initial learning and retention serving as dependent variables. A 2 x 2 factorial design was utilized in the study. Statistical results indicated no significant differences between the two instructional treatments for subjects with the same cognitive style. However, comparison of subjects with dissimilar cognitive styles indicated superior performance by analytic subjects regardless of the instructional mode employed.