variables found in the educational classroom such as student engagement, motivation and

stress. The KAI has been determined as psychometrically reliable and valid (Kirton,

1999); as opposed to many other learning style assessments (Coffield et al., 2004; Curry,

1990). Given the above discussion of A-I theory, the researcher used Kirton (2003) to

operationalize learning style. Chapter 2 further elaborates on Kirton's A-I theory and

measure of cognitive style.

 The Need for Student Engagement

 Involvement in Learning (Study Group on the Conditions of Excellence in

American Higher Education, 1984), a report proposing the reform of higher education,

stated a quality education was more dependent on student engagement and less on the

reputation and resources of the academic institution. Suddenly faculty members of

colleges and universities were asked to be accountable for undergraduate student

achievement. To assist faculty members with their new challenge, Chickering and

Gameson (1987) developed a set of engagement indicators known as the Seven Principles

of Good Practice in Undergraduate Education. They include:

1. Encourages contact between students and faculty,
2. Develops reciprocity and cooperation among students,
3. Encourages active learning,
4. Gives prompt feedback,
5. Emphasizes time on task,
6. Communicates high expectations, and
7. Respects diverse talents and ways of learning. (p. 5)

 The Seven Principles of Good Practice in Undergraduate Education are widely

accepted by the American Association of Higher Education (AAHE) as research based

process standards that can be applied and measured in undergraduate classrooms.

 In a longitudinal, multi-institutional study, Astin (1993) used 82 student outcome

measures, 140 student characteristics, 190 environmental characteristics and 57 types of