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Effect of Instructional Strategies and Individual Differences: A Meta-Analytic Assessment.

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Title: Effect of Instructional Strategies and Individual Differences: A Meta-Analytic Assessment.
Authors: Baker, Rose M., Dwyer, Francis
Source: International Journal of Instructional Media. Wnt 2005 32(1):69-69.
Availability: Westwood Press Inc., 118 Five Mile River Road, Darien, CT 06820. Web site: http://www.adprima.com
Peer Reviewed: Y
Page Count: 16
Publication Date: 2005
Document Type: Journal Articles
Descriptors: Visualization, Educational Strategies, Educational Objectives, Predictor Variables, Feedback, Effect Size, Cognitive Style
Assessment and Survey Identifiers: Embedded Figures Test, Group Embedded Figures Test
ISSN: 0092-1815
Abstract: This meta-analytic study is unique and significant in that all the 1,341 learners in 11 studies completed the Group Embedded Figures Test (GEFT), interacted with the same instructional module, and completed the same five criterion tests measuring different types of educational objectives. Studies varied in presentation mode and type of independent variables: visualization, rehearsal and feedback strategies. Within each of the independent variables, variations (varied treatments) were examined. Visualization, feedback and rehearsal strategies were embedded into the instructional module as a result of item analyses. Specifically, the purpose of this study was to assess the effect of the variations within each independent variable in terms of their effects in reducing the effect of learning style achievement differences associated with field independent (FI) and field dependent learners (FD). One hundred twenty two effect sizes were generated. Results are not only consistent with prior research related to the instructional effect of visualization, feedback and rehearsal but provide the foundation for significant hypothesis generation related to the instructional use of varied types of visualization, feedback, rehearsal strategies and presentation mode in terms of reducing achievement differences on different types of educational objectives associated with individual learning styles (FI & FD).
Abstractor: Author
Entry Date: 2005
Accession Number: EJ698803
Database: ERIC
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  Data: Effect of Instructional Strategies and Individual Differences: A Meta-Analytic Assessment.
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Instructional+Media%22"><i>International Journal of Instructional Media</i></searchLink>. Wnt 2005 32(1):69-69.
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  Data: Westwood Press Inc., 118 Five Mile River Road, Darien, CT 06820. Web site: http://www.adprima.com
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  Data: This meta-analytic study is unique and significant in that all the 1,341 learners in 11 studies completed the Group Embedded Figures Test (GEFT), interacted with the same instructional module, and completed the same five criterion tests measuring different types of educational objectives. Studies varied in presentation mode and type of independent variables: visualization, rehearsal and feedback strategies. Within each of the independent variables, variations (varied treatments) were examined. Visualization, feedback and rehearsal strategies were embedded into the instructional module as a result of item analyses. Specifically, the purpose of this study was to assess the effect of the variations within each independent variable in terms of their effects in reducing the effect of learning style achievement differences associated with field independent (FI) and field dependent learners (FD). One hundred twenty two effect sizes were generated. Results are not only consistent with prior research related to the instructional effect of visualization, feedback and rehearsal but provide the foundation for significant hypothesis generation related to the instructional use of varied types of visualization, feedback, rehearsal strategies and presentation mode in terms of reducing achievement differences on different types of educational objectives associated with individual learning styles (FI & FD).
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