Though other categorizations of learning styles have been widely studied, few researchers have compared Gregorc learning styles to undergraduate student achievement in agricultural economics. Moreover, few studies explore the effects of both instructional strategies and 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.
learning styles, learning techniques, student performance, agricultural economics