The purposes of this study were (1) to determine the difference between the cognitive style of low and high achieving students in an algebra course in a traditional high school and the cognitive style of low and high achieving students in an algebra course in a high school for dropouts, and (2) to determine the difference between the cognitive styles of low and high achieving males and females in an algebra class in a traditional high school and in a high school for dropouts. It was hypothesized that (1) low achieving mathematics students are more field-dependent than high achieving mathematics students in both the traditional high school and in the high school for dropouts, (2) female students are more field-dependent than male students in the mathematics classes of both schools, and (3) there will be a significant interaction on the achievement variable and the sex variable with respect to field-dependence in both schools.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc330846 |
| Date | 08 1900 |
| Creators | Mrosla, Helen P. (Helen Pauline) |
| Contributors | Black, Watt L., Norton, E. Douglas, Martin, B. E., Cross, Charles Jack |
| Publisher | North Texas State University |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | vi, 115 leaves, Text |
| Rights | Public, Mrosla, Helen P. (Helen Pauline), Copyright, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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