Field Independence and Technology Students' Achievement

Abstract

The Hidden-figures Test was used as a measure of field independence-dependence for a sample of 256 mechanical engineering technology students. Small but significant Pearson product-moment correlations resulted for 12 out of 39 comparisons of field-independence with course achievement, for a comparison of field-independence with grade point average, and for comparisons of field-independence with Scholastic Aptitude Test scores. Significant correlations with field-independence particularly occurred for courses in technical drawing, mechanics courses with a strong emphasis on drawing free-body diagrams, a course with a strong diagramming emphasis, and for several courses with a strong structural emphasis. The small but significant course comparisons clearly indicated an embedding phenomenon which is dependent on underlying structural complexities and which field-dependent individuals find troublesome.