Effects of Field-Dependent-independent on Learning Achievement:A Meta-analysis

• Main Authors: feng, kai-yu, 馮凱鈺
• Other Authors: Liao, Yuen-kuang
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/61627263299847905492

碩士 === 國立新竹教育大學 === 職業繼續教育研究所 === 95 === Effects of Field-Dependent-Independent on Learning Achievement: A Meta-analysis Abstract A meta-analysis was performed to synthesize existing study comparing the effects of field-dependent-independent on students’ cognitive, affective achievement, and attitudes. The studies were located from five sources. For cognitive outcomes, there were 45 studies collected, and 15 studies on affective outcomes. The quantitative data of the collected studies were transformed into effect size (ES). In addition, 15 studied variables were analyzed by one-way ANOVA. The meta-analysis led to the following conclusion: 1. The whole effects suggest that the students of field independent are better than the students of field dependent on both cognitive and affective learning. Their ES are 0.4076 and 0.3196, respectively. 2. No variables had a statistically significant impact on the mean ES of cognitive achievement. 3. One variable, testing instrument of cognitive style, had a statistically significant impact on the mean ES of affective achievement. Keywords: Cognitive style、Field-Dependent-Indepedent、Learning achievement、Meta-analysis