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Abstract

This study explored the cognitive style of field dependence-independence (FDI) and its relation to performance on the General Educational Development Test (GED), performance on the Test of Adult Basic Education (TABE), and learner attrition. The subjects were enrollees (N= 40) in a New Jersey GED preparation program sponsored by the Comprehensive Employment and Train ing Administration (CETA). Participants who passed the GED were found to be significantly more field independent while those who failed the GED or dropped out of the program were relatively more field dependent. As expected, field independence was related to higher math and reading scores on the TABE and GED. Field dependence-independence was discussed as a diagnostic variable in determining the needs of individual learners in adult education programs.

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Success in a High School Completion Program and Its Relation To Field Dependence—Independence

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