Can computerassisted instruction be used by students for woody plant identification?

Abstract

The cognitive learning style theory of field dependence and independence was used to examine the academic achievement of students using a computer assisted instruction (CA/) program in a woody plant identification course. The Group Embedded Figures Test (GEFT) was used to determine the students' level of field dependence and independence. Students were blocked and randomly assigned to experimental or control groups. Participants in the experimental group used a nonlinear drill and tutorial type of CA/program as a partial laboratory substitute. The CAI program had no influence relative to traditional laboratories upon either field dependent or field independent students' long term memory of course material. However, the CAI program was of equal benefit to field dependent and independent students academic achievement. Qualitative interviews were also conducted to assess the effect of the CAI program. Data indicated that field dependent students benefited from the CAI program as a presentation source of recall cues in the reviewing of course material, but not for the initial acquisition of knowledge. Field independent students may be able to use the CAI program to initially acquire knowledge, but its best usage may be as a method of presenting recall cues to refresh their memory. These results showed that the CAI program could be used as a partial laboratory substitute for traditional woody plant identification laboratories with no adverse effect upon student academic achievement, regardless of their level of field dependency.