Designing for Diversity: The Interaction Between the Cognitive Style of Field-dependence/independence and the Provision Or Absence of Systematic Telephone Tutoring Upon Persistence and Course Evaluation Scores of Students Enrolled in Correspondence Study
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REVIEW OF RELATED LITERATURE
RESEARCH DESIGN AND METHODOLOGY
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absence of systematic Alan Knox chi-square approximation cognitive style groups completing the course concluded corre correspondence course Correspondence Education correspondence method correspondence students correspondence study course evaluation form course evaluation scores course materials course tutor course tutor/instructor dence study dent difference between field-dependent distance education drop-out Embedded Figures Test feedback field-dependent and field-independent field-dependent persons field-independent students field-independent subjects Gordon Thompson hypothesis independent study instructional treatments interactive effects learners MD D SD Mean rank Mis/matched Cognitive Style normative groups prefer present study primary reason provision or absence questionnaire received systematic telephone register for correspondence scores by treatment scores for method Scores for Statements scores for tutor significant difference significantly spondence study style of field-dependence/independence style of subjects subjects whose cognitive summary evaluation scores summary score systematic telephone tutoring telephone calls telephone contact telephone tutoring evaluation Total Treatment Condi tion treatment groups tutoring evaluation form University of Manitoba variable Witkin