An analysis of the effectiveness of presenting a topic in technical algebra using three different instructional methods to students with three differing cognitive styles

Statement of the Problem The basic problem of this study was to determine whether student achievement could be maximized by matching individual learner characteristics and instructional methods. Setting and Subjects The study was conducted in March, 1976, at the University of Houston, College of Technology. The subjects consisted of 108 students enrolled in a technical algebra course, TMT 135. Procedures of the Study Prior to the instructional period, students completed the Cognitive Style Mapping Instrument (CSMI), a self-report inventory indicating preference for the presentation of information in a visual-verbal, auditory-verbal, or symbolic mode. Also prior to the instructional period, the Missouri Mathematics Placement Test was administered to all students to assess general mathematics ability and background. The students were divided into three cognitive style groups based on their indicated preference for information presentation as measured by the CSMI. Subjects in each cognitive style group were randomly assigned to one of the three instructional methods, which dealt with the solution of systems of two linear equations in two unknowns. One instructional method used a programmed instruction format, presenting information in a visual-verbal mode. A second instructional method utilized an auditory-verbal mode with an audiotape for all verbal instructions, and a worksheet for the completion of problems. A third instructional method used a symbolic mode with a problem-example approach similar to that of Schaum's Outline material. All three instructional methods were designed to minimize teacher-student interactions. Following the instructional period, an achievement test constructed by the investigator was administered to all subjects. Dependent and Independent Variables The data relating to the achievement test was analyzed using the following independent variables: 1. Cognitive Style. The levels of cognitive style considered were preference for information presentation utilizing a visual-verbal, auditory-verbal, or symbolic mode. 2. Instructional Method. Three instructional methods were utilized: material using the format of programmed instruction, material similar to the first except that an audiotape was used for all verbal instruction, and material using a Schaum's Outline format. These independent variables were considered in conjunction with the dependent variable, achievement test score. [...]Education, College o