EFFECTS OF TWO COMPUTERIZED INSTRUCTIONAL METHODS AND COGNITIVE STYLES ON STUDENTS' MATHEMATICS ACHIEVEMENT AND REACTION TOWARDS METHODS (DISCOVERY, ALGORITHM TREATMENT, FIELD-DEPENDENCE, INDEPENDENCE, MASTERY LEARNING, NUMBER SERIES COMPLETION)

CASILDA GUADALUPE CANINO, Fordham University

Abstract

This study sought to determine: (a) the differential effects of algorithmic and discovery computerized instruction on students' mathematics achievement and their reactions to these treatments, (b) the effects of field dependence and independence cognitive styles on students' mathematics achievement, and (c) significant interactions between treatments and cognitive styles on students' mathematics achievement. It also investigated the differential effects of sex on students' mathematics achievement.^ Remedial algebra students enrolled in a 4 year college in Puerto Rico were classified as field dependent or independent as measured by the Group Embedded Figures Test (Witkin et al., 1971) and identified as low or average in mathematical ability according to the Mathematical Reasoning Test (CEEB, 1984).^ Stratified random sampling procedures were used with cognitive style, mathematical aptitude and sex as the strata. Subjects were assigned to treatments which differed in level of structure. An 80% mastery level on lessons and the posttest was required. Students' reactions to computerized instruction were also studied.^ Multiple regression analyses were performed on achievement and students' reactions to treatments data. Results revealed: (a) No significant differences between effectiveness of treatments on students' achievement and reactions data. (b) No significant interaction between treatments and cognitive styles on students' achievement and reactions data. (c) No significant difference between sexes on students' achievement and reactions data. (d) No significant differences between cognitive styles on students' mathematics achievement. (e) Field independent students scored higher than field dependent on students' reactions data.^ Conclusions were: (a) the mastery learning features produced high achievement scores for all learners, but may have contaminated the potential interactions of the match of cognitive style times treatment; (b) students reacted equally well under either method; (c) the autonomy that computerized instruction provided supported the cognitive style elements of field independent learners; (d) the computer affected students positively regardless of treatment and sex; (e) both treatments were equally difficult; (f) field dependents spent significantly more time approaching the number series completion task than field independents. ^

Subject Area

Mathematics education

Recommended Citation

CANINO, CASILDA GUADALUPE, "EFFECTS OF TWO COMPUTERIZED INSTRUCTIONAL METHODS AND COGNITIVE STYLES ON STUDENTS' MATHEMATICS ACHIEVEMENT AND REACTION TOWARDS METHODS (DISCOVERY, ALGORITHM TREATMENT, FIELD-DEPENDENCE, INDEPENDENCE, MASTERY LEARNING, NUMBER SERIES COMPLETION)" (1986). ETD Collection for Fordham University. AAI8616819.
http://fordham.bepress.com/dissertations/AAI8616819

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