Abstract:
The effects of inductive and deductive teaching method, students' cognitive and affective characteristics and learning style on students' performance are measured. Performance is measured by the scores on tests based on trade concepts and exercises in an introductory course in agricultural economics. Results suggest that inductive teaching increases students' performance and that learning is enhanced if inductive teaching is done prior to presenting general theories.
Keywords:
case study, agricultural economics, inductive teaching, deductive teaching
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