The Relationship Between Learning And Teaching Styles And Student Performance In A Methods Of Teaching Agriculture Course

The Impact of Learning Styles on Learning Outcomes at FFA Camp: What Campers Retain Over Time

“…Theory suggests that small groups are more satisfying for extraverted learners who thrive in group environments and learn best by sharing their thoughts with others (Jung, 1971). The findings of this study add to the divergent field of literature pertaining to learning style in both agricultural education as well as other educational disciplines (Cano, et al, 1992;Garton et al, 1999;Marrison & Frick, 1994;Thornton, Haskell, & Libby, 2006;Whittington & Raven, 1995) and confirms the findings of Marrison and Frick (1994) who found that learning style produced no significant differences in academic achievement.…”

“…They are fascinated with scientific ideas and are future oriented. (Shindler & Yang, 2003) Many agricultural education scholars have focused their work on the impact of learning styles on various attributes including teaching impact, learning outcomes, satisfaction with schooling and mentoring experiences, and creative thinking (Cano & Garton, 1994;Cano et al, 1992;Dyer & Osborne, 1996;Friedel & Rudd, 2006;Garton et al, 1999;Lambert et al, 2010;Marrison & Frick, 1994;Whittington & Raven, 1995). The wider body of educational research (Hansen & Stansfield, 1982;McDonald, 1984;Mehdikhani, 1983;Miller, 1991;Paradise & Block, 1984) has also used learning styles as a key variable for examining the impact of style upon similar constructs, with similar results -no significant differences between groups.…”

“…Much research has been conducted exploring the impact of learning style on academic outcomes in school-based agricultural education (Brown & Terry, 2013;Cano & Garton, 1994;Cano, Garton, & Raven, 1992;Dyer & Osborne, 1996;Friedel & Rudd, 2006;Garton, Spain, Lamberson, & Spiers, 1999;Lambert, Smith, & Ulmer, 2010;Marrison & Frick, 1994;Whittington & Raven, 1995). An abundance of literature associated with learning styles also exists in the broader educational context, implicating learning styles as a variable of considerable interest when studying curriculum effectiveness (Hansen & Stansfield, 1982;McDonald, 1984;Mehdikhani, 1983;Miller, 1991;Paradise & Block, 1984).…”

Learning And Teaching Styles Of Student Teachers In The Northwest

“…According to Cano, Garton, and Raven (1992), two of the most widely studied learning styles are field-dependence and field-independence. Witkin, Moore, Goodenough, and Cox (1977) described the extremes of the aforementioned continuum as follows: when perception is strongly dominated by the prevailing field (a region, space, or sphere where mental or physical activity exists), that mode of perception is designated as "Field-Dependent," but when the person experiences items as more or less separate from the surrounding field, the perception is designated as "Field-Independent" (p. 7).…”

Relationships among student attitudes, motivation, learning styles, learning strategies, patterns of learning and achievement: a formative evaluation of distance education via Web-based courses

“…Garger and Guild (1984, p. 11) described learning styles as "...stable and pervasive characteristics of an individual, expressed through the interaction of one's behavior and personahty as one approaches a learning task." According to Cano, Garton, and Raven (1992), one of the most widely studied learning style theories contrasts field-dependence and field-independence. The Group Embedded Figures Test (GEFT), a standardized cognitive test, can be administered to determine the preferred learning styles of the learners as either field-dependent or field-independent (Oilman, .…”