| The purpose of this study was to investigate the relationship between the field dependent/independent dimensions of cognitive style and the imposition of task-structure on achievement in problem solving. It was hypothesized that task-structure would benefit field dependent children.;Children were assigned by a stratified random procedure (on the bases of median CEFT score and sex) to one of two treatments, task-structure or no task-structure. The no task-structure group solved word problems independently and checked their answers without discussing the correct processes for solving the problems. The task-structure group considered each problem by independently determining the process(es) to use and the rationale(s) for the process(es). Discussion of the rationales followed. Treatments were administered for 40 minutes a week for five weeks.;Results and Discussion. A 2(Sex) x 2(Cognitive Style) x 2(Structure) analysis of covariance was performed with the pretest as the covariate and the post test as the dependent variable. Only the main effect for treatment (structure) was significant. There was no significant interactions, including that of no sex-related difference in terms of cognitive style. The two modes of instruction, task-structure and no task-structure, did not differentially affect the field dependent and field independent learner. Evidence from research, including this study, points to the fact that many attempts at instructional design to compensate for the field dependent students' alleged need for structure are unsuccessful. Perhaps, this need is more theoretical than practical in terms of its current interpretation.;Design of the Study. The sample consisted of 83 middle-class subjects with a mean age of 10.00 years from the fourth grade of a semi-rural consolidated school district. The Children's Embedded Figures Test (CEFT) was used to assess the level of field dependence/independence. A word problem pretest and post test developed for this study were used to measure achievement in problem solving. Word problems were used because field dependent individuals have difficulty restructuring information in problem solving. |
