A Comparison and Evaluation of Two Methods of Organization for the Teaching of Reading

Abstract

In order to test the hypothesis that field independence would interact with level of guidance, students in five mathematics classes were randomly assigned to either a low guidance or a high guidance treatment group for a week of instruction. Both treatments used an inductive sequence of instruction on the topic of networks. Students were assessed on two aptitudes, field independence and general reasoning. Achievement was significantly better (p > .05) in the high guidance group than the low guidance group on both the posttest and the retention test. No significant interactions with the aptitude variables were found.