Field-Dependence/Independence and Active Learning of Verbal and Geometric Material

1982 ◽  
Vol 55 (1) ◽  
pp. 263-266 ◽  
Author(s):  
Richard Reardon ◽  
Eric J. Jolly ◽  
Kathleen D. McKinney ◽  
Pamela Forducey
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Active Role ◽  
Sorting Task ◽  
Approach To Learning ◽  
Passive Learning ◽  
Active Approach ◽  
Field Independent ◽  
Field Dependent ◽  
Category Exemplars

Field-independent individuals generally perform better on learning and memory tasks than field-dependent persons. One explanation for this superiority is that field-independent subjects take a more active approach to learning, while field-dependent subjects take a more passive, spectator approach. In the present study, field-dependent and independent subjects were asked to sort geometric and verbal material into pigeon holes according to category exemplars, forcing both groups to take an active role in learning. Subsequently, they were asked to recall the locations of the categories. Both groups excelled at the sorting task; however, field-dependent subjects were poorer at it. On the recall task, there was a continued superiority in performance by field-independent subjects. The results suggest that memory differences between the two groups cannot be reduced to active versus passive learning styles. To the contrary, active learning may interfere with the memory of field-dependent persons by increasing demands for processing.

scholarly journals EPISTEMIC BELIEFS ON FIELD-DEPENDENT AND FIELD-INDEPENDENT LEARNING STYLE

2020 ◽  
Vol 39 (3) ◽  
pp. 532-544
Author(s):  
M Nur Ghufron ◽  
Rini Risnawita Suminta
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Structural Equation ◽  
Epistemic Beliefs ◽  
Islamic Education ◽  
Independent Learning ◽  
Equation Modeling ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Learning

Research in contemporary education over the past few decades has led to considering the influence of non-cognitive factors such as learning styles in various learning behaviors. This study aims to examine the influence of the epistemic beliefs that consist of belief in knowledge and belief in learning on field-dependent and field-independent learning styles. The sample consisted of 129 students at the Early Childhood Islamic Education Study Program, Department of Islamic Education, Kudus State Islamic Institute through the simple random sampling technique. The data collection technique was through the use of questionnaires. There are three scales employed in this study, namely epistemological trust scale, dependent learning style and independent learning style. Data were analyzed by using Structural Equation Modeling. The results show that the belief in learning has a significant and positive effect on the field-dependent and field-independent learning style. Meanwhile, the belief in learning has only a significant and negative effect on the field-independent learning style and has no significant effect on field-dependent learning style. The results provide some insightful considerations regarding the utilization of epistemic beliefs for improving learners’ interaction with the surrounding context to obtain an optimal academic performance.

scholarly journals PENGARUH GAYA BELAJAR DAN STRATEGI PEMBELAJARAN TERHADAP HASIL BELAJAR AL-QUR’AN MAHASISWA UIN MAULANA MALIK IBRAHIM MALANG

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
I’anatut Thoifah
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Learning Style ◽  
Learning Strategy ◽  
Independent Learning ◽  
Control Groups ◽  
Field Independent ◽  
Field Dependent ◽  
Dependent Learning ◽  
And Control

<p><em>This study aims to investigate the interaction of learning style and learning strategies towards the result of learning Al Qur’an among freshmen of Ma’had al-Jami’ah UIN Maulana Malik Ibrahim Malang. A quantitative method with 2x2 factorial design was used in this study. The samples of this study were 40 students of UIN Maulana Malik Ibrahim Malang who were selected by using random purposive technique sampling. They were classified into two groups; experimental and control groups. In the process of analysis, the students’ score of learning Quran in terms of tajwid were correlated with the grouped students based on their learning style and learning strategies. The result of this study showed that there was a different result of learning Quran between the students with field independent learning style and field dependent learning style. Besides, there was also a different result of learning Quran between the students with musical and conventional learning strategy. However, there was no interaction between learning style and learning strategies towards the students’ result of learning Qur’an.</em></p><p><strong><em>Keywords:</em></strong><em> learning styles, learning strategies, and the results of the Study</em></p>

The Development, Design, and Pedagogical Implications of Blackboard

2015 ◽  
pp. 196-210
Author(s):  
Mary-Lynn Chambers
Keyword(s):  
Online Education ◽  
Learning Styles ◽  
Minority Students ◽  
21St Century ◽  
Target Audience ◽  
Online Classroom ◽  
Field Independent ◽  
Field Dependent ◽  
The Status ◽  
Online Software

In the 1980s, during the emergence of the online software called Blackboard, the academic target audience was filled with field independent learners. With the growing success of Blackboard, the availability of the new software broadened and eventually claimed the status as the number one choice of software for online education. With the acceptance of online education as an effective tool for learning, the online classroom demographics began to shift with a growing representation of field-dependent minority students. This shift in demographics also meant a shift in learning styles. This chapter highlights elements regarding the development of Blackboard and the design shift within Blackboard. It also provides practical suggestions that can be incorporated into an online instructor's pedagogy so that the 21st century online class will be more attentive to the needs of the minority, field-dependent students.

Effect of Type of Curriculum on Educational Outcomes and Motivation Among Marketing Students With Different Learning Styles

2011 ◽  
Vol 33 (3) ◽  
pp. 273-284 ◽  
Author(s):  
David S. Ackerman ◽  
Jing Hu
Keyword(s):  
Active Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Educational Outcomes ◽  
Learning Approach ◽  
Positive Outcomes ◽  
Teaching Activities ◽  
Student Autonomy ◽  
Passive Learning ◽  
Marketing Educators

Using an active learning approach to motivate students to learn has been advocated by many educators. It has been an ongoing discussion on whether marketing educators should customize their teaching activities based on the learning styles found in their classes recently. This study uses a scale of learning styles that includes a measure of the degree of student autonomy from the instructor. Results from an experiment of marketing students indicate that courses using an active learning approach consistently receive significant higher ratings on learning outcomes and motivation measures than those using a passive learning approach for autonomous learners, but that there are few benefits for students who are low in autonomy. This suggests that though active learning assignments are very effective, they will not necessarily lead to positive outcomes for all types of learners.

scholarly journals Context Factors Affecting Cognition and Performance of Undergraduate Science Students

2020 ◽  
Vol V (I) ◽  
pp. 160-169
Author(s):  
Farkhunda Rasheed Choudhary ◽  
Tariq Javed
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Cognitive Learning ◽  
Independent Learning ◽  
Science Students ◽  
Grade Point ◽  
Context Factors ◽  
Field Independent ◽  
Field Dependent ◽  
Undergraduate Science

Individual differences play a vital role in learning, as they lead learners towards Field-Dependent and Field-Independent learning styles, assumed the perceptions of individuals. For learning science, perception, spatial orientation and analytical approach have been considered extremely essential. There are several context factors which have been reported to have connection with directly or indirectly cognitive learning styles. The present study explored the effects of context factors such as age, gender,. academic achievement and mother’s qualification of science students. For this study, 462 undergraduate science students were selected randomly from BS Physics, BS mathematics, and BS Computer Engineering programmes from four universities. The standardize test “SHAPES” was administered to recognize Field-Dependent-Field Independent learners. The regression analysis revealed that context factors such as gender, age, and grade point average significantly contribute to field contingent and field free thinking cognitive learning style.

scholarly journals DOES LEARNING STYLES INFLUENCE FALSE MEMORY GENERATION?

2021 ◽  
Vol 14 (2) ◽  
pp. 363-377
Author(s):  
Pallavi Ojha ◽  
Kedarmal Verma ◽  
Naveen Kashyap
Keyword(s):  
Learning Styles ◽  
False Memory ◽  
Mood State ◽  
Human Memory ◽  
Personality Factors ◽  
Complex Nature ◽  
Test Field ◽  
Endogenous Factors ◽  
Field Independent ◽  
Field Dependent

Human memory has been studied for several years. But due to its complex nature, the quest to understand properties/processes associated with it never fades. It has many properties, and one of them is its reconstructive nature. The vulnerability of false memories is not only dependent on exogenous factors (for example deep processing, retention intervals, list items, characteristics). Instead, it is also reliant on endogenous factors (for example age, emotions, mood state, arousal level), as well as with some personality factors. This study explores the idea that personality learning styles viz. field-independent and field-dependent influence the formation of false memory on the Deese–Roediger–McDermott (DRM) paradigm. The study reports that on recall test, field-dependent learners identify more critical lures as compared to filed independent learners. In the recognition test, the sensitivity of critical lures was found to be more in field-dependent individuals than field-independent. The response biases were conservative in critical lure recognition.

scholarly journals STUDENTS’ VISUALIZATION IN READING AND THEIR COGNITIVE LEARNING STYLES

2019 ◽  
Vol 13 (1) ◽  
pp. 26
Author(s):  
Ainul - Addinna ◽  
Ririn - Ovilia ◽  
Risda - Asfina
Keyword(s):  
Reading Comprehension ◽  
Learning Styles ◽  
Cognitive Learning ◽  
Field Independent ◽  
Field Dependent ◽  
The Mean ◽  
The Difference ◽  
Visualization Strategy ◽  
The Impact ◽  
Experimental Group

Empirically visualizing the text being read into pictures, diagrams, or images evidently deepens students’ reading comprehension. Given the evidence of its significance, this study is intended to figure out the impact of visualizing the text on the students’ reading comprehension observed from the students’ cognitive learning styles namely field independent (FI) and field dependent (FD). Due to its purpose, the experimental study, quasy-experimental research to be specific, was carried out. Fifty four fifth-semester students at Universitas Negeri Malang participated in this study. The findings were shockingly contradictory with the empirical evidence provided in previous studies. It is revealed that visualization strategy was proven to be ineffective in enhancing students’ reading comprehension on account for some factors. Besides, the mean score of FI students in experimental group was slightly above FD students’. Again, the difference is empirically proven to be insignificant. 

BERPIKIR REFLEKTIF SISWA BERDASARKAN GAYA KOGNITIF FIELD INDEPENDENT DAN FIELD DEPENDENT

EDUPEDIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 117
Author(s):  
Sayyidah Umma Rahmawati ◽  
Senja Putri Merona
Keyword(s):  
Field Independent ◽  
Field Dependent ◽  
Figure Test

Penelitian ini bertujuan untuk mendeskripsikan berpikir reflektif siswa ditinjau dari gaya kognitif field independent dan field dependent. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Adapun istrumen yang digunakan adalah Group Embedded Figure Test (GEFT), tes soal berpikir reflektif dan wawancara. Sedangkan analisis data yang digunakan adalah analisis data Miles dan Huberman yang tediri dari reduksi data, penyajian data dan kesimpulan atau verifikasi.Hasil penelitian ini menunjukkan bahwa pada indikator berpikir reflektif reacting terdapat kesamaan berpikir reflektif antara siswa field independent dan field dependent. Pada indikator berpikir reflektif comparing terdapat perbedaan dalam hal menghubungkan pengetahuan yang diberikan dengan pengetahuan yang dimiliki. Pada indikator berpikir reflektif contemplating terdapat perbedaan pada kemampuan mendeteksi kesalahan. Temuan lain dalam penelitian ini adalah bahwa siswa field independent menjelaskan jawabannya dengan detail dan rinci, cenderung menggunakan cara menghafal dan memiliki kepercayaan diri yang tinggi. Sedangkan siswa field dependent menjelaskan jawabannya secara umum, memiliki analisis yang baik dan menyukai cara yang telah ditetapkan

Active Learning, Cooperative Active Learning, and Passive Learning Methods in an Accounting Information Systems Course

2015 ◽  
Vol 32 (2) ◽  
pp. 1-16 ◽  
Author(s):  
Jennifer Riley ◽  
Kerry Ward
Keyword(s):  
Information Systems ◽  
Active Learning ◽  
Student Performance ◽  
Accounting Information ◽  
Data Availability ◽  
Exam Performance ◽  
Learning Methods ◽  
Accounting Information Systems ◽  
Passive Learning ◽  
Learning Conditions

ABSTRACT We report the results of a study to examine the effectiveness of active versus passive learning methods in the accounting information systems area. Two groups of students completed an assignment under two active learning conditions (individual and cooperative), while a third group covered the same topic in a passive lecture. Our findings indicate support for active learning, measured through student performance on exam questions and student feedback on a questionnaire. However, compared to passive learners, we find significantly improved exam performance only for students who work individually in an active environment. Students in the cooperative active environment posted exam scores that were not statistically different from passive participants' scores. Students in both individual and cooperative active environments reported positive feedback on satisfaction, perceived learning, and effectiveness of the method. We conclude that active learning enhances student outcomes, particularly for those who work individually. Data Availability: Data are available upon request.

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