THE EFFECTS OF TEXT DENSITY LEVELS AND THE COGNITIVE STYLE OF FIELD DEPENDENCE ON LEARNING FROM A CBI TUTORIAL
The purpose of this study was to investigate the effects of variations in text density levels and the cognitive style of field dependence on learning from a CBI tutorial, based on the dependent measures of achievement, reading comprehension, and reading rate, and of lesson completion time. Eighty college undergraduate students were randomly assigned to text density levels, after being assigned to three cognitive style groups: field dependent, field neutral, and field independent, based on their Group Embedded Figure Test scores. Instruction was delivered by means of two versions of a CBI tutorial: low density text and high density text. A two-way analysis of covariance was used to investigate whether there are main effects and interactions between the cognitive style of field dependence and text density levels. In order to control statistical power and to equate the treatment groups, Nelson-Denny Reading Comprehension Test scores were used as a covariate. The analysis of regression coefficients between text density type and dependent variables and between field dependence and dependent variables were shown in tables. Although the findings show non-significance in formal tests of hypotheses, a preference for the high-density level was found. Then, the interaction effects between field dependence and text density levels on dependent measures were clarified. Six research questions converted to statistical hypotheses were tested according to the factorial design model. Specifically, the tests of hypotheses generated discussion and conclusions were given at the end of the study.