The interaction of cognitive style and learning environment on student performance, course satisfaction, and attitude toward computers

This dissertation study investigated the relationship between students' cognitive styles and learning environments and its impact on students' performance, course satisfaction and attitudes toward computers. It was hypothesized that field-independent students would perform better on posttest measures than field-dependent students in the computer lab and science center environments while using a computer-based learning system. It was also hypothesized that field-independent students would have more positive attitudes toward computers and would have higher scores in course satisfaction than field dependent students in the same technology-related learning environments. It was hypothesized that there would be no difference in the students' performance, attitudes toward computers, and course satisfaction in the classroom environment between field-independent and field dependent students.; The participants were 174 high school 9th and 10 th grade students from the Orlando area. Participants were assigned to one of three experiment groups: classroom, computer lab, or the Orlando Science Center. Before the experiment, students were asked to take a computer attitude survey and statistics pretest. Students took the same survey and test again together with a course satisfaction survey, after the experiment. Data analysis consisted of 2 x 3 x 3 analysis of covariance to examine the main effects and interactions between field dependency, learning environments, and students' performance; also, the main effects and interactions between field dependency, learning environment and students' attitudes toward computers were examined. A multivariate statistical analysis was employed to examine the relationship between field dependency, learning environment, and student course satisfaction.; Data analysis revealed no difference in the students' performance in relation to their cognitive styles and learning environment. There was, however, a significant difference in the students' performance between the classroom and the technology related learning environments regardless of students' cognitive styles. The study found no difference in students' attitudes toward computers in relation to their cognitive styles and learning environment. A multivariate statistical analysis found a significant difference in students' course satisfaction between the traditional classroom environment and the technology-based learning environment. However, the study found no significant difference in students' attitudes toward course satisfaction in relation to cognitive styles and different learning environments.