The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science.

摘要: A senior-level university swine management class of 42 students consisted three laboratory sections (containing 22, 12, and 8 stu- dents). counterbalanced design was used to evalu- ate teaching approaches (field-dependent, field- independent, combination); each weekly labora- tory section received approach for 3 wk. All were evaluated categorized as dependent or field-independent learners before the study. achievement satisfaction at end period. Teaching × learning style not significant satisfac- tion. ( P = .01) .01). .15) .15). Field-independent scored 6% higher on tests when taught with a rather than approach. Field-dependent 21.9% combination field-dependent 13.8% Overall student positive (3.50 5-point scale). most satisfied approach; however, preferred signifi- cant .03) resulted in scores (8.7 9.7%). .61). Overall, methods, tailored both students, effective. Matching instruction is necessary. The study represents an example using animal science dents faculty research improve heighten awareness teach- ing methods.