Abstract:
Relationships between students' learning styles, an instructor's teaching performance, and student learning were investigated in an upper-level horticulture course. Results indicated that a majority of the students in the course preferred a field-independent learning style. Mid-semester analysis indicated that relationships existed between students' learning styles and perceptions of the instructor's teaching performance. After a mid-semester evaluation, the instructor met with a faculty member in agricultural education to analyze and discuss the results relative to student learning styles. Students' perception of the instructor's overall teaching performance increased from mid-semester to semester end with students rating the instructor higher on 12 of 13 items. At semester end, low positive relationships were found between students' learning styles and academic performance in the course.
Keywords:
learning styles, performance, plant propagation course
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