LEARNING STYLES, STUDENT-CENTERED LEARNING TECHNIQUES, AND STUDENT PERFORMANCE: AN EMPIRICAL STUDY

Though other categorizations of learning styles have been widely studied, few researchers have compared learning styles, as categorized by Gregorc, to undergraduate student achievement in agricultural economics courses. Moreover, few studies have explored the affects of instructional strategies, in concert with learning styles, on student achievement. This study does so, using data generated from an undergraduate course in agricultural economics. Results indicate that active learning and problem-based learning techniques, as a supplement to the traditional lecture format, can significantly and positively influence student learning. Additionally, students’ learning styles significantly affect their performance in an introductory course in agriculture, resources, and food