| This study seeks to determine if there is a relationship between learning style (impulsive/reflective) as measured by the Matching Familiar Figures Test and a computer-assisted instruction (CAI) metric unit. Therefore, there were three areas to be addressed: (a) to identify the learning style as either impulsive or reflective of pre-service teachers enrolled in the College of Education at Idaho State University, as measured by the Matching Familiar Figures Test (MFFT), (b) to determine the relationship of the effectiveness of the CAI instruction, and (c) to serve as a pilot study to establish reliability for the computerized version of the MFFT. A sample of 36 preservice teachers enrolled in the College of Education at Idaho State University participated in this study.; The conclusion is drawn that when developing CAI as one of the instructional design stages, it is important to consider the target population. One of the characteristics to consider is the preferred method of learning, or learning style. While there was no statistical significance in the relationship between learning style and performance in the CAI metric instructional unit, in this study, it was determined that those classified as reflective scored consistently higher scores on both the metric pretest and posttest. The inverse is also true, that those classified as impulsive scored consistently lower on both the metric pretest and posttest. Thus, this study supports Kagan's (1964) original work regarding the classification of impulsivity and reflectivity in adult learners as measured by the MFFT. |
