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 Student engagement in a course is largely dependent on teaching practices of the

faculty member. The amount of structure preferred by faculty members can be

determined by identifying their cognitive style. However, students may have different

cognitive styles than the faculty member and prefer either more or less structure in

learning from problem solving. As student engagement is closely tied to students'

academic success, it is critical to consider if dissimilar cognitive styles between students

and the faculty member can explain variance in student engagement.