Teacher-Student Cognitive Style and Academic Achievement: A Review and Mini-Meta-Analysis.

Garlinger, Delane K.; Frank, Bernard M.

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Peer reviewed

ERIC Number: EJ343134

Record Type: CIJE

Publication Date: 1986

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Teacher-Student Cognitive Style and Academic Achievement: A Review and Mini-Meta-Analysis.

Garlinger, Delane K.; Frank, Bernard M.

Journal of Classroom Interaction, v21 n2 p2-8 Sum 1986

Results are presented of a meta-analysis of a review of studies on the effects on academic achievement associated with matching students and teachers on field dependent-independent cognitive styles. A slightly higher level of achievement by students was noted when cognitive styles were matched. (JD)

Descriptors: Academic Achievement, Cognitive Style, Field Dependence Independence, Teacher Student Relationship, Teaching Styles

Publication Type: Journal Articles; Reports - Research

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Language: English

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