Matching/mismatching revisited: an empirical study of learning ana teaching styles

Authors
Citation
N. Ford et Sy. Chen, Matching/mismatching revisited: an empirical study of learning ana teaching styles, BR J EDUC T, 32(1), 2001, pp. 5-22
Citations number
26
Language
INGLESE
art.tipo
Article
Categorie Soggetti
Education
Journal title
BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
ISSN journal
0007-1013 → ACNP
Volume
32
Issue
1
Year of publication
2001
Pages
5 - 22
Database
ISI
SICI code
0007-1013(200101)32:1<5:MRAESO>2.0.ZU;2-E
Abstract
This paper presents results of a research project that explored the relatio nship between matching and mismatching instructional presentation style (br eadth-first and depth-first) with students' cognitive style (field-dependen ce/-independence) in a computer-based learning environment, 73 postgraduate students were asked to create Web pages using HTML, using instructional ma terials that were either matched or mismatched with their cognitive styles. Significant differences in performance on a multiple choice test of concep tual knowledge were found for students learning in matched and mismatched c onditions. Performance in matched conditions was significantly superior to that in mismatched conditions. However, significant effects were found for gender, matching mainly affecting male students. Performance on a practical test of Web page creation was not linked to matching or mismatching, but w as linked to an interaction between gender and instructional presentation s tyle, The findings provide support for the notion that matching and mismatc hing can have significant effects on learning outcomes. The paper concludes with suggestions for further research.