Resumen de Group embedded figures test and academic achievement in engineering education
Terrance P. O'Brien, Susan M. Butler, Leonhard E. Bernold
This study was conducted to investigate cognitive style patterns among students in a lower divisionengineering course and differences in the academic performance of those students related todifferences in their cognitive styles. The Group Embedded Figures Test was administered to 130undergraduate engineering students enrolled in CE 214 Engineering Mechanics-Statics at NorthCarolina State University. Analysis of variance was used to examine differences in academicachievement of students in relation to their different cognitive styles. The findings identified ahighly skewed distribution on the cognitive style scale, with the vast majority being highly analytic.In addition, students who manifested an analytic (field independent) cognitive style achievedsignificantly higher grades in the course than those with a Global cognitive style.
