Changing the Cognitive Style of Preprofessional Students.
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| Title: | Changing the Cognitive Style of Preprofessional Students. |
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| Language: | English |
| Authors: | Simpson, F. Morgan |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 1994 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academic Achievement, Cognitive Style, Cognitive Tests, Education Majors, Field Dependence Independence, Grades (Scholastic), Higher Education, Learning Strategies, Preservice Teacher Education, Sex Differences |
| Assessment and Survey Identifiers: | Group Embedded Figures Test |
| Abstract: | The cognitive styles of Education majors at a southern university were examined over a 5-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. One hundred ninety-six students were retested at the conclusion of their internships. In the interim, course grades across six required undergraduate courses were compared with cognitive style. Findings indicated that students became more field-independent with time. Males tended to be more field independent than females, but females performed better academically across the six courses. Students with higher course grades generally had higher embedded figures scores in all six courses. (Contains 23 references.) (Author/PB) |
| Entry Date: | 1995 |
| Accession Number: | ED382612 |
| Database: | ERIC |
| Abstract: | The cognitive styles of Education majors at a southern university were examined over a 5-year period. The Group Embedded Figures Test (GEFT) was administered to 537 students in an introductory education course. This test identifies field-dependent (FD) and field-independent (FI) learning styles. One hundred ninety-six students were retested at the conclusion of their internships. In the interim, course grades across six required undergraduate courses were compared with cognitive style. Findings indicated that students became more field-independent with time. Males tended to be more field independent than females, but females performed better academically across the six courses. Students with higher course grades generally had higher embedded figures scores in all six courses. (Contains 23 references.) (Author/PB) |
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