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Journal of Technology Studies, v30 n4 p54-65 Fall 2004

This article discusses the relationship among an individual's cognitive style, attitude to learning, and his or her achievement in the context of computer aided learning (CAL). The results of a small-scale study involving 32 students (18 male and 14 female) studying their first electronics module during an Initial Teacher Training (ITT) Design and Technology degree program at a university in England are reported. Data concerning cognitive style, gender, attitude to CAL, appropriate prior knowledge, and the test results from a unit of work that used a CAL package as the main teaching strategy are analyzed and the relationship between selected variables are discussed. Conclusions pertinent to the students in this study are then drawn.

Descriptors: Cognitive Style, Computer Assisted Instruction, Prior Learning, Foreign Countries, Teaching Methods, Gender Differences, Program Attitudes, Learning Modules, Design, Achievement Gains, Feedback (Response), Predictor Variables, Student Behavior, Electronics, Engineering Education, Teacher Education Programs

Epsilon Pi Tau. International Office, Technology Building, Bowling Green State University, Bowling Green, OH 43403-0296. Tel: 419-372-2425; Fax: 419-372-9502; e-mail: ept[at]bgsu.edu; Web site: http://eptglobal.org





Autor: Atkinson, E. Stephanie

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4740&id=EJ905152







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