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Peer reviewedMcLeod, Douglas B.; Adams, Verna M. – Journal of Experimental Education, 1979
This study examined the interaction between field independence and two treatments: small group and individual mathematics instruction. There was significant interaction when achievement was the dependent variable, but not when student ratings of the course were used. The interaction was due more to general ability than cognitive style. (Author/GSK)
Descriptors: Academic Ability, Academic Achievement, Aptitude Treatment Interaction, Cognitive Style
