Field Dependent/independent College Undergraduates and the Usage of a Computer -Assisted Instruction Program in a Horticulture Class
Kahtz, Anthony Wayne
This item is only available for download by members of the University of Illinois community. Students, faculty, and staff at the U of I may log in with your NetID and password to view the item. If you are trying to access an Illinois-restricted dissertation or thesis, you can request a copy through your library's Inter-Library Loan office or purchase a copy directly from ProQuest.
Permalink
https://hdl.handle.net/2142/87831
Description
Title
Field Dependent/independent College Undergraduates and the Usage of a Computer -Assisted Instruction Program in a Horticulture Class
Author(s)
Kahtz, Anthony Wayne
Issue Date
1999
Doctoral Committee Chair(s)
Kling, Gary J.
Department of Study
Horticulture
Discipline
Horticulture
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Agricultural
Language
eng
Abstract
This study used qualitative and quantitative methods to explore college undergraduates' field dependence/independence and their usage of a computer assisted instruction program (CAI). Learning preference differences and similarities of field dependent/independent students were qualitatively investigated with an emphasis on the usage of a CAI program designed for an ornamental horticulture class. After administration of the Group Embedded Figures Test (GEFT) instrument, interviews further explored how each student conceptualized their learning process. The findings were congruent with the theory of field dependency. In addition, results indicated that field independent students felt that using the CAI program was beneficial. Although field independent students may be able to use the program to initially acquire information in the course, it's best usage may be to present recall cues to refresh their learning. In contrast, field dependent students did not feel there was benefit in using the CAI program, but with provided structure, benefits may occur. It would appear that the CAI program may be a good method of presenting recall cues to refresh field dependent student learning but not for the initial presentation of information. Both groups of students expressed advantages to the use of the CAI program but preferred traditional instructional methods of laboratory and lecture as their primary source of information. The quantitative part of this research was conducted with two intact classes and were evaluated as separate experiments. After administration of the GEFT, students were blocked and randomly assigned to either an experimental or control group. Participants in the experimental group used the CAI program as a partial lab substitute in an ornamental horticulture class. Data indicated that the CAI program was of equal benefit to field dependent/independent students' academic achievement. These results showed that the CAI program could be used as a partial lab substitute for traditional laboratories with no adverse effect upon student academic achievement, regardless of their level of field dependency.
Use this login method if you
don't
have an
@illinois.edu
email address.
(Oops, I do have one)
IDEALS migrated to a new platform on June 23, 2022. If you created
your account prior to this date, you will have to reset your password
using the forgot-password link below.
