The effects of two teaching methods and learning styles on achievement, anxiety and attitudes in an agricultural computer applications course

The purpose of this study was to determine the effects of two teaching methods on achievement and computer anxiety and attitudes toward computers.; This study tested the following hypotheses: (a) difference in group means between students taught in a computer lab for four hours a week and those taught with the self-paced lab; (b) difference in group means between students who are considered field-independent and those who are field-dependent; (c) interaction observed between method of instruction and learning style when means for student subgroups are compared; (d) difference in computer anxiety means between students taught in a lab for four hours a week and those taught with the self-paced lab; (e) difference in computer anxiety means between students considered field-independent and those considered field-dependent; (f) interaction observed between method of instruction and learning styles when computer anxiety means for student subgroups are compared; (g) difference in computer attitude means between students taught in a lab for four hours a week and those taught with the self-paced lab; (h) difference between students who are considered field-independent and those considered field-dependent; and (i) interaction observed between method of instruction and learning style when computer attitude means for student subgroups are compared. (Abstract shortened by UMI).