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Peer reviewedAl-Saai, Ahmad J.; Dwyer, Francis M. – International Journal of Instructional Media, 1993
A study of 279 females at the University of Qatar that received the Group Embedded Figure Test (GEFT) indicated no interaction between learning style (field independent FID/FD field dependent) and three visual treatment types. Findings indicate the possibility of designing instructional materials to reduce achievement differences between FID and…
Descriptors: Academic Achievement, Cognitive Style, College Students, Females
