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The Effect of Field-Dependence-Independence and Instructional Sequence on the Achievement of High School Biology Students.
Douglass, Claudia B. – 1978
The primary purpose of the reported study was to identify a possible interaction between the cognitive style of the students and the instructional sequence of the materials and their combined effect on achievement. The subjects were 627 biology students from six midwestern high schools. The students were ranked and classified as field-dependent…
Descriptors: Biology, Cognitive Style, Deduction, Educational Research