Master's Theses

Department

Advanced Education Programs

Degree Name

Education Specialist (Ed.S)

Abstract

This study examined the relationship of cognitive matching between students and instructors on student grades. The participants were 47 student volunteers enrolled in General Psychology classes at Fort Hays State University, and 19 of their instructors. These instructors taught various academic courses in which the student participants were enrolled. The Embedded Figures Test (Witkin, Oltman, Raskin, & Karp, 1971) was used as the measure of cognitive style. Other research questions were: Is there a relationship between cognitive style and grades, is there a relationship between cognitive style and gender, is there a relationship between cognitive style and academic major, and is there a relationship between instructor cognitive style and grades assigned. The students and instructors were individually administered the Embedded Figures Test. Student course scores were converted into standardized Z-scores for comparability and statistical purposes. Correlational and analysis of variance procedures were utilized to analyze the data. The results of the primary hypothesis that cognitive matching between students and instructors would result in higher course grades was not significant, although the result of the cognitive matching question for female students approached significance. The relationship between cognitive style and academic major also approached significance. The findings were discussed and implications made for further research.

Keywords

School Psychology

Advisor

Stephen Kitzis

Date of Award

Summer 1997

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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