J. Anim Sci.
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Journal of Animal Science, Vol 76, Issue 6 1710-1715, Copyright © 1998 by American Society of Animal Science

CLINICAL TRIAL

The effect of teaching approaches on achievement and satisfaction of field-dependent and field-independent learners in animal science

M. S. Honeyman and G. S. Miller
Iowa State University, Ames 50011, USA. honeyman@iastate.edu

A senior-level university swine management class of 42 students consisted of three laboratory sections (containing 22, 12, and 8 students). A counterbalanced design was used to evaluate three teaching approaches (field-dependent, field-independent, and combination); each weekly laboratory section received each teaching approach for 3 wk. All students were evaluated and categorized as field-dependent or field-independent learners before the study. All students were evaluated for achievement and satisfaction at the end of each laboratory period. Teaching approach x learning style x laboratory section was not significant for achievement or satisfaction. Teaching approach x laboratory section was significant for achievement (P = .01) and satisfaction (P = .01). Teaching approach x learning style was not significant for achievement (P = . 15) or satisfaction (P = .15). Field-independent learners scored 6% higher on achievement tests when taught with a field-dependent approach rather than a field-independent approach. Field-dependent learners scored 21.9% higher when taught with a combination approach rather than a field-dependent approach and 13.8% higher than when taught with a field-independent approach. Overall student satisfaction was positive (3.50 on a 5-point scale). Field-independent learners were most satisfied with a combination approach; however, field-dependent learners preferred a field-dependent approach. Teaching approach was significant (P = .03) for achievement with the combination approach and resulted in higher scores (8.7 to 9.7%). Teaching approach was not significant for satisfaction (P = .61). Overall, a combination of teaching methods, tailored to both field-dependent and field-independent students, was most effective. Matching instruction to student learning style is not necessary. The study represents an example of using animal science students and faculty in research to improve animal science instruction and heighten awareness of teaching methods.




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Copyright © 1998 by the American Society of Animal Science.