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Journal of STEM Teacher Education

Abstract

This study was conducted to research learning style preferences of agriculture students. Specifically, the objectives which guided the study were: (1) to determine the learning style preferences of undergraduate agricultural students enrolled in a given Soil Science course and (2) to ascertain if there were differences in the students’ course grade average (CGA) in the given Soil Science course when the treatment group were taught according to their learning style preferences versus the control group. For research question two, there was a hypothesis statement to determine if modifying the instructional approach to the students’ learning style preference for the treatment group produces a higher course grade average (CGA) than the control group. The Productivity Environmental Preference Survey (PEPS) was used to obtain the students’ preferred learning style preferences. Results indicate that modifying the instructional approach to the students’ learning styles preference (Structure) would result in a higher course grade average (CGA) for the treatment group versus the control group.

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