The Interaction of Field Independence with Small-Group Instruction in Mathematics

This study tested the hypothesis that the cognitive style of field independence would interact with treatments that differed in the use of small groups as opposed to individual instruction. Students (N = 111) were assessed on field independence and general ability and randomly assigned to treatments for a week of instruction. Achievement was measured by an immediate posttest and a delayed retention test, and student ratings of instruction were obtained. There was a significant (p < .05) interaction with measures of field independence when achievement was the dependent variable, but not when student ratings were used. However, the interaction appeared to be due more to general ability than to cognitive style. Also, students gave significantly higher ratings to small-group instruction.