There are different cognitive strategies for processing information which in turn influence students' academic achievement. This paper reports an investigation of cognitive styles and achievement scores of secondary school students. In the study, the standardised Group Embedded Figures Test was used to determine the influence of student's…

This study examines the relationships between cognitive styles of field dependent learners with their attitudes towards e-learning (distance education) and instructional behavior in e-learning instruction. The Group Embedded Figures Test (GEFT) and the attitude survey (for students' preferences) towards e-learning instruction as distance education…

While previous research has indicated that learners with field-dependence (FD) and field-independence (FI) cognitive styles benefit differentially from different instructional modes, previous corrective feedback studies have ignored the issue of matching error correction strategies to learners' cognitive style. To shed some light on this issue,…

The study investigated the relative effectiveness of framing and team assisted individualised (TAI) instructional strategies on the attitudes toward mathematics of 350 senior secondary school year two Nigerian students. The moderating effects of gender and style of categorisation were also examined. The study adopted pre-test and post-test control…

Effect sizes have been increasingly emphasized in research as more researchers have recognized that: (1) all parametric analyses (t-tests, analyses of variance, etc.) are correlational; (2) effect sizes have played an important role in meta-analytic work; and (3) statistical significance testing is limited in its capacity to inform scientific…