2017 IJRSET – Volume 6 Issue 1
Egbedokun, Adeola Oyebisi*
Obafemi Awolowo University, Nigeria (email@example.com)
Adeyanju, Joel Oluwafunmilade
Obafemi Awolowo University, Nigeria (firstname.lastname@example.org)
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). Using analysis of covariance (ANCOVA) the result showed that there is no significant difference in the performance of field dependent and field independent when exposed to the modes of hypermedia (MS =1.173, F =.300, 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.
Keywords: hypermedia; learner control; cognitive style; performance; navigation