Field dependence and student achievement in technology-based learning: a meta-analysis

• Main Author: Karon, Dragon
• Other Authors: Patricia Boechler, Educational Psychology
• Format: Others
• Language: en
• Published: 2009
• Subjects: Field Dependence; Student Achievement; Technology-Based Learning
• Online Access: http://hdl.handle.net/10048/573

This investigation was a synthesis of 35 research studies with a total sample size of 3,082 students selected on the basis of Witkin’s theory of Field Dependence-Independence. The Hunter-Schmidt approach to meta-analysis was used to determine if a difference in achievement exists between field dependent and field independent students within technology-based learning environments, and whether study, treatment or methodology variables influenced the effect size outcome. The results indicated an achievement difference in favor of field independent learners with a total mean weighted effect size of 0.426 and a pooled standard deviation of 0.311. However, a large proportion of population variance was not accounted for through statistical corrections. A subsequent moderator analysis indicated that the total heterogeneity for each moderator was significant; suggesting the variance among effect sizes was greater than could be expected by sampling error, and unidentified variables and study artifacts likely contributed to the overall effect size.