FORMATIVE EVALUATION SUBJECT SELECTION: FD/I COGNITIVE STYLE (OHIO)

The purpose of this study was to determine the effectiveness of cognitive style Field-dependent/independent (FD/FI) as a student selection criterion for the one-to-one formative evaluation. It was hypothesized that a material revised according to FD/FI feedback, would generate more positive student attitude, higher achievement scores, and necessitate less study time.;In a first stage the prototype was evaluated and revised according to feedback generated by two FD and FI students, respectively. This formative evaluation was structured as a naturalistic inquiry. The second research stage was experimental. A treatment x block design with an outside no treatment control group was used. Levels of Factor A were: (1) revised; (2) prototype; and (3) control. Factor B had two levels: (1) FD; and (2) FI.;The analysis of variance (ANOVA) was used for testing the hypotheses. Results of the F test for achievement indicated no significant treatment by cognitive style interaction, and significant main effects for treatment and cognitive style. Post hoc analysis showed that the revised material yielded significantly higher achievement scores than the prototype. Mean achievement scores were significantly higher for FI on prototype, and not significantly different for FD and FI on revised version.;There was no significant treatment by cognitive style interaction and no significant main effects of treatment and cognitive style for study time and attitude. However, study time had practical significance. The amount of material in the revised version was substantially increased, while study time remained constant.;Computer assisted instruction was used as instructional treatment. Subjects were juniors in Landscape Architecture at The Ohio State University, during Autumn quarter, 1986. The Hidden Figures Test (HFT) was used to determine the cognitive style of subjects.;The main conclusion drawn was: a material revised on the basis of feedback generated by FD and FI students is more effective than its prototype, and narrows differences in achievement between FD and FI students. Qualitative conclusions were also drawn from the naturalistic formative evaluation.