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Family and Consumer Sciences Research Journal
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Cognitive Style, Teaching Mode, and Learning Outcomes

Helen Pyle Njus

Helen Pyle Njus and Ruth P. Hughes, Home Economics Education Department, College of Home Economics, Iowa State University, Ames 50010

Ruth P. Hughes

Helen Pyle Njus and Ruth P. Hughes, Home Economics Education Department, College of Home Economics, Iowa State University, Ames 50010

Betty Lee Stout

School of Home Economics, Winthrop College, Rock Hill, SC 29233

The effect of field-dependence-independence (FDI) on subject-matter achievement and mastery of inquiry skills was explored using a partially balanced design. The field research was carried out using 12 intact classes in high schools in Iowa. No significant F values were found in the analysis of variance for either the main effects or the covariates: past achievement, teaching mode, and minutes of instruction. In addition, the regression of FDI on achievement was not significant for any classroom.

Family and Consumer Sciences Research Journal, Vol. 9, No. 4, 264-275 (1981)
DOI: 10.1177/1077727X8100900401
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