EFFECTS OF STUDENT COGNITIVE STYLE, TEACHER COGNITIVE STYLE, AND INSTRUCTIONAL METHOD ON THE ACHIEVEMENT OF BACCALAUREATE NURSING STUDENTS.
Contributors: Howard University.
Published: 1986
Number of pages: 195
Subjects: Education, Educational Psychology.; Education, Health.; Health Sciences, Nursing.
Description: A primary purpose of this study was to fill the gap in knowledge of cognitive style effects on baccalaureate nursing education. The study examined the effects of students' cognitive styles, teachers' cognitive styles, and instructional methods on the achievement of baccalaureate nursing students. It was hypothesized that there would be no difference in achievement of students with a field-dependent cognitive style and students with a field-independent cognitive style after they had been taught by teachers with field-dependent and field-independent cognitive styles who had utilized both an expository and a guided discovery instructional method. It was further hypothesized that there would be no interaction effects among these variables. Seven hypotheses were tested in the study.

The subjects in the study consisted of 59 sophomore nursing students and four faculty members in a baccalaureate nursing program in Washington, D.C. All except three of the participants were black.

The Group Embedded Figures Test was used to determine the cognitive styles of both students and teachers. A multiple choice test consisting of two subtests was used to determine students' achievement.

A 2 x 2 x 2 Analysis of Variance was used to test the main effects for hypothesis one, two, and three and the interaction effects for hypotheses four through seven. Regression Analysis was used to test for the presence of an aptitude by treatment interaction. All null hypotheses were rejected at the .05 level of significance.
Notes: Source: Dissertation Abstracts International, Volume: 47-08, Section: A, page: 2949.

Thesis (PH.D.)--HOWARD UNIVERSITY, 1986.

School code: 0088.