Field dependence and student achievement in technology-based learning: a meta-analysisReport as inadecuate




Field dependence and student achievement in technology-based learning: a meta-analysis - Download this document for free, or read online. Document in PDF available to download.

Field Dependence, Technology-Based Learning, Student Achievement

Karon, Dragon

Supervisor and department: Patricia Boechler, Educational Psychology

Examining committee member and department: George Buck, Educational Psychology Catherine Adams, Secondary Education

Department: Department of Educational Psychology

Specialization:

Date accepted: 2009-08-31T18:12:41Z

Graduation date: 2009-11

Degree: Master of Education

Degree level: Master's

Abstract: 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.

Language: English

DOI: doi:10.7939-R3270W

Rights: License granted by Karon Dragon kdragon@ualberta.ca on 2009-08-28T19:10:04Z GMT: Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of the above terms. The author reserves all other publication and other rights in association with the copyright in the thesis, and except as herein provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.





Author: Karon, Dragon

Source: https://era.library.ualberta.ca/


Teaser



University of Alberta Field Dependence and Student Achievement in Technology-based Learning: A Meta-analysis by Karon Dragon A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfillment of the requirements for the degree of Master of Education Department of Educational Psychology ©Karon Dragon Fall 2009 Edmonton, Alberta Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only.
Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the authors prior written permission. Examining Committee Dr.
Patricia Boechler, Associate Professor, Department of Educational Psychology Dr.
George H.
Buck, Associate Professor, Department of Educational Psychology Dr.
Catherine Adams, Assistant Professor, Department of Secondary Education Abstract 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 po...





Related documents