Baker, Buelow & Hayes, 1995) gave reason to examine if dissimilar learning styles

between faculty member and student can contribute to the literature regarding student

engagement. Furthermore, student engagement as measured by the NSSE may serve as a

more objective dependent variable than academic achievement. Student engagement is

closely tied to learning and academic achievement (Kuh, 2001).



 Summary

 Chapter 2 explains Kirton's Adaption-Innovation theory as applied to the

undergraduate classroom providing a theoretical framework for this study. The

framework was derived from Kirton's Adaption-Innovation theory which may provide

insight to how dissimilar cognitive styles explain student engagement. Other major

sections of this chapter included: Learning and Learning Styles, Learning and Stress,

Learning and Motivation, and Learning and Engagement.

 This review of the literature found ties between problem solving learning and

Kirton's measure of cognitive style. Although Kirton's cognitive style has been applied

in many contexts including business and management of change, little research has been

conducted to examine if it is appropriate in explaining student engagement in the

undergraduate classroom.

 There is a need for more research considering the variable stress as it relates to

learning and student engagement in the undergraduate classroom. Specifically, why do

more adaptive courses have higher levels of stress and how does this contribute to student

engagement? However, research has consistently found motivation to significantly

contribute to learning, yet few studies have examined both stress and motivation while

controlling for an instructor with a dissimilar learning style from that of students.