Matching preferred cognitive mode with teaching methodology in learning a novel motor skill.

Abstract

Abstract The purpose of this study was to examine the whole-part methodology issue for teaching physical skills in view of individual differences in the learner's cognitive style. A coeducational pool of 429 undergraduate college students began the study. The Learning Skills Inventory (a modified cognitive map) and the lateral eye movement phenomenon were utilized to identify particular learner characteristics. One hundred subjects were finally classified as either holistic or sequential information processors and completed the study by learning to juggle with either whole or part teaching methods. Using the two-way analysis of variance in a two-by-two factorial design, a significant interaction effect was found (F 1,96 = 6.02, p < .05). Sequential learners using the part method and holistic learners using the whole method took significantly fewer minutes to learn to juggle than sequential learners using the whole method and holistic learners using the part method. Learning efficiency was increased by imp...