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- W2726607209 abstract "This study examined the effects of hypermedia instruction on Junior Secondary School (JSS) III learners’ performance in Art History with consideration for learners’cognitive style. The study adopted the pretest posttest experimental design. The study sample was JSS 3 Fine Arts students purposively selected from six secondary schools. In selected schools, students from six intact Fine Arts classes were used. Students from four schools constituted four experimental groups while the other two remaining two schools constituted the two control groups. All groups consisted of field dependents and field independent learners. Data collected were analysed using Analysis of Variance (ANOVA) and Analysis of Covariance (ANCOVA). The analysis of variance statistics (ANOVA) showed that there was a significant difference between the two modes of hypermedia (MS=79.625, F=13.838, p 0.05). In conclusion, the study recommended that cognitive styles must be taken into consideration in order for learners to achieve maximally in hypermedia instructional procedure." @default.
- W2726607209 created "2017-07-14" @default.
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- W2726607209 date "2017-01-01" @default.
- W2726607209 modified "2023-09-24" @default.
- W2726607209 title "Effectiveness of cognitive style and learner control in hypermedia learning environments" @default.
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- W2726607209 doi "https://doi.org/10.5861/ijrset.2017.1838" @default.
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