The Effect of Agricultural Students' Learning Styles on Academic Achievement and Their Perceptions of Two Methods of Instruction

A wealth of research has been undertaken to attempt to define and demonstrate the effects of a student’s learning style on academic performance in the classroom. Cognitive style is not a single entity. Researchers examining learning styles have varied views on the exact components and characteristics of learning styles. Keefe (1982) stated, Learning styles are cognitive, affective, and physiological traits that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment. (p. 32) The most accepted learning styles range from the Conceptual Tempo (Kagan et al., 1964) and Hemisphercity (Bjorklund, 1989) approaches to