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Cognitive Styles, Instructional Strategies, and Academic Performance

Felix Okeke Onyejiaku
The Journal of Experimental Education
Vol. 51, No. 1 (Fall, 1982), pp. 31-37
Published by: Taylor & Francis, Ltd.
Stable URL: http://www.jstor.org/stable/20151474
Page Count: 7
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Cognitive Styles, Instructional Strategies, and Academic Performance
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Abstract

Analytic and nonanalytic dimensions of cognitive styles and discovery and expository teaching strategies were combined to form a 2 × 2 design. Five tests were used. Subjects were selected according to their cognitive styles in each of the two experimental schools. After seven weeks of mathematics instruction, two periods of one-hour duration per week, the students' posttest scores were analyzed to determine the effects of the two cognitive styles as well as the two teaching methods on retention and transfer of mathematics tasks. The ANCOVA showed significant F ratios for the main effect of cognitive style. Analytic boys in the expository group scored significantly higher than nonanalytic students. The analyses revealed no significant main effect of teaching methods. In no instance was a significant difference found for girls in respect to cognitive styles or teaching methods.

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