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Field dependence and student achievement in technology-based learning: a meta-analysis

This investigation was a synthesis of 35 research studies with a total sample size of 3,082 students selected on the basis of Witkin’s theory of Field Dependence-Independence. The Hunter-Schmidt approach to meta-analysis was used to determine if a difference in achievement exists between field dependent and field independent students within technology-based learning environments, and whether study, treatment or methodology variables influenced the effect size outcome. The results indicated an achievement difference in favor of field independent learners with a total mean weighted effect size of 0.426 and a pooled standard deviation of 0.311. However, a large proportion of population variance was not accounted for through statistical corrections. A subsequent moderator analysis indicated that the total heterogeneity for each moderator was significant; suggesting the variance among effect sizes was greater than could be expected by sampling error, and unidentified variables and study artifacts likely contributed to the overall effect size.

Identiferoai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/573
Date11 1900
CreatorsKaron, Dragon
ContributorsPatricia Boechler, Educational Psychology, George Buck, Educational Psychology, Catherine Adams, Secondary Education
Source SetsLibrary and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
LanguageEnglish
Detected LanguageEnglish
TypeThesis
Format447105 bytes, application/pdf

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