Luk Suet Ching (Weety). / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 100-114). / Questionaire also in Chinese. / ACKNOWLEDGMENTS --- p.i / ABSTRACT --- p.ii / TABLES OF CONTENTS --- p.iv / LIST OF TABLES --- p.vi / CHAPTER / Chapter 1. --- INTRODUCTION / Chapter 2. --- LITERATURE REVIEW --- p.6 / The definition and characteristics of distance education --- p.6 / Five groups of distance education programme --- p.8 / The advantages of distance education --- p.10 / The two characteristics of distance education --- p.10 / The flexibility in study of distance education --- p.13 / Adult education --- p.15 / The disadvantages of distance education --- p.16 / Dropout rates --- p.16 / The cognitive style --- p.21 / Field-dependent/field-independent cognitive style --- p.22 / The body adjustment test --- p.23 / The rod and frame test (RFT) --- p.23 / The Group Embedded Figures Test and Embedded Figures Test --- p.24 / Field-dependence/field-independence and academic achievement --- p.26 / The characteristics of field-dependence/field-independence --- p.26 / Cognitive style and academic achievement --- p.28 / Learning approaches associated with field- dependence/field-independence --- p.31 / Instructional package --- p.31 / non-contiguous communication --- p.32 / Learning approaches associated with adult students --- p.34 / Intrinsic factors --- p.35 / The acquirement of field-dependent/field-independent cognitive style --- p.35 / Extrinsic factors (interest to be self-directed) --- p.36 / Motivation --- p.36 / Commitment --- p.37 / Learning approach associated with Asian students --- p.38 / Conclusion --- p.39 / Chapter 3 --- RESEARCH METHODOLOGY / Research questions --- p.41 / Hypothesis --- p.42 / Population and sample --- p.44 / Instruments --- p.45 / Cognitive style --- p.45 / Academic achievement --- p.49 / Data collection procedures --- p.49 / GEFT --- p.49 / Academic achievement --- p.50 / Pilot study --- p.51 / Data analysis --- p.52 / Level of measurement --- p.53 / Sample size --- p.54 / Normal distribution --- p.55 / Ethical considerations --- p.57 / Chapter 4. --- RESULTS / The first hypothesis --- p.59 / The field-dependent cognitive style (GEFT) and the academic achievement scores --- p.60 / The second hypothesis --- p.65 / The field-dependent cognitive style (GEFT) and the academic achievement scores --- p.66 / The third hypothesis --- p.71 / The GEFT scores --- p.72 / The fourth hypothesis --- p.75 / Summary --- p.79 / Chapter 5. --- DISCUSSION / Relationship between academic achievement and field- independence --- p.83 / To change the impersonal learning environment of distance education --- p.86 / Level of field-dependent cognitive style in students over time --- p.87 / LIMITATIONS --- p.89 / IMPLICATIONS --- p.94 / RECOMMENDATIONS --- p.95 / The impersonal style of study --- p.95 / Instructional package --- p.96 / Supporting services --- p.96 / Study groups --- p.97 / CONCLUSION --- p.98 / REFERENCES --- p.100 / APPENDICES --- p.115 / Chapter I. --- The cover letter / Chapter II. --- The instructions for the GEFT