Abstract
This Aptitude Treatment Interaction (ATI) study used the cognitive style dimension, field dependent-independent, matched to computerized algorithmic and discovery treatments, respectively, for mathematics achievement in number series using an 80 percent mastery learning criterion and student attitude to computerized treatment. Extreme groups (n = 93) resulting in fifty-one and forty-two students in algorithmic and discovery methods, respectively, completed at their own pace, twenty software lessons for thirty minutes for twenty-four days. Posttest mathematics scores and student responses to the computer were analyzed by multiple regression analysis at the .05 level. Analysis of covariance using regression procedures for mathematics ability as the covariate was used to adjust the achievement scores for differences in mathematics ability. A significant difference was found for the cognitive style variable and reaction to the computerized treatment.
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