Abstract

Discusses a study of student attitudes toward using computer-assisted learning (CAL). Explores the relationship between these attitudes and field-dependent or field-independent cognitive style, gender differences, and academic success. Concludes that male subjects preferred CAL more than females did but otherwise found no gender, cognitive style, or academic success relationship to using CAL. (DK)

Citation

Abouserie, R. (1992). Cognitive Style, Gender, Attitude toward Computer-Assisted Learning and Academic Achievement. Educational Studies, 18(2), 151. Retrieved August 11, 2024 from https://www.learntechlib.org/p/147250/.

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Keywords

• academic achievement
• Cognitive Style
• Computer Assisted Instruction
• Educational Research
• Females
• Gender
• higher education
• Males
• Sex Differences
• student attitudes