Cognitive styles

In this study, the relationships among cognitive styles of teachers, students
and reading rnaterials were studied. Children in second and fourth
grade classr:ooms were matched with their teachers on elements on their
cognitive style maps. A construct of cognitive style developed by Dr.
Joseph Hill of Oakland Community College was used. This construct
examines the subject in four areas: 1) the subject's use of theoretical
symbols, such as, words and numbers, 2) his reactions to qualitative
codes, such as, sensory or kinesic information, 3) the cultural deterrninants
of his actions and 4) the modes of reasoning he prefers. This study indicated that it was possible to map young children and their
teachers and arrive at a comparison of teachers' and students' maps.
Interaction did occur in the classroom based on the similarities and
differences between students and teachers. Achievement in reading
was affected by this interaction.

Technological advances in computer systems have made the computer a valuable educational tool to both instructors and students. Web-based learning (WBL) is a relatively new instructional delivery mode which is rapidly becoming a staple at all levels of education. Critical shortage areas such as nursing should be able to use properly supported web-based education successfully to help address this shortage. Instructors need to create this support by presenting learning materials in a variety of ways to allow learners choices that can match their Cognitive Styles (CS). This study was designed to determine the relationship between students' CS as measured by the Kolb Learning Style Inventory (LSI) and the Witkin Group Embedded Figures Test (GEFT) and academic achievement in web-based and face-to-face nursing courses. Knowledge about different CS could assist students, administrators, and instructors to determine the best instructional delivery mode. Properly applied knowledge of individual learning styles could lead to greater academic achievement. This study is divided into two parts and took place in the years 2000--2002. In study one, the Kolb LSI was administered to 153 non-randomly selected nursing students in either web-based or face-to-face classes. Academic achievement was measured as a percentage of total points. No significant difference was found when comparing academic achievement and instructional delivery modes. An Analysis of Variance (ANOVA) showed a significant difference between Kolb learning styles (p < .05). Convergers had higher final mean scores in both face-to-face and web-based classes than either Assimilators or Accommodators. In study two, the Group Embedded Figures Test (GEFT) was administered to 108 non-randomly selected nursing students enrolled in either web-based or face-to-face classes. No significant difference was found between GEFT scores and academic achievement or between GEFT scores and instructional delivery mode. The field of CS research would benefit from a continued effort towards examination, organization and consensus of the large numbers of labels and types. Future research should examine other populations. Longitudinal studies should be undertaken to determine the stability of CS. Other education focused CS instruments should be used to examine the relationship to learner achievement.

Community college students are frequently characterized as students who were previously under-represented in higher education. That characterization implies an approach to education that molds curriculum to the needs of these students. The problem addressed in this study was the lack of fit between traditional standardized testing to determine abilities in specific areas of reading comprehension and the nontraditional community college student population to whom the testing is directed. The purpose of this study was to determine if a measure of the cognitive style dimension of field dependence/independence could predict community college students' ability to: (1) make inferences in reading; and (2) solve problems. The sample consisted of 132 students from two campuses of Broward Community College in South Florida. The Group Embedded Figures Test (GEFT) was used to determine student cognitive style. Inferencing ability was determined using the Nelson-Denny Reading Test. Problem solving ability was assessed through the Problem Solving subtest of the McGraw-Hill Basic Study System Study Skills Test. Pearson Product Moment Correlations were obtained using GEFT score and corresponding problem solving and inferencing scores. The predictive equations, which were cross validated, indicated that the GEFT was a minimal predictor of both problem solving and inferencing abilities. However, further analysis was performed using Analyses of Variance after dividing the sample into high and low scoring students (field independents and field dependents, respectively). Results of the ANOVAs indicated significance (p .05) regarding inferencing ability among these same students. Demographic information revealed other findings: (1) Non-Caucasians were more highly represented in the field dependent category; (2) Males were more highly represented in the field independent category, whereas females dominated the field dependent category; and (3) females tended to be older than males, with the largest age disparity existing between female and male Caucasian students. The study gives evidence that the GEFT is an effective predictor of problem solving ability among community college students identified as highly field dependent or field independent. Implications and recommendations for instruction, counseling and curriculum design are presented.