CHAPTER 3
 METHODS

 Chapter 1 introduced the theory of learning styles, the appropriateness of Kirton's

Adaption-Innovation (A-I) theory for the classroom, and the need for increasing student

engagement in undergraduate classrooms. A point was also made that the literature

contains many types of learning styles with varying degrees of reliability and validity.

However, Kirton's (2003) measure of learning style is valid and reliable and distinct from

cognitive level. Finally, definitions of key terms, purpose of the study, and objectives of

the study were presented.

 Chapter 2 presented the theoretical and conceptual frameworks of the study.

Included were the following topics with attention given to theory and empirical evidence:

a) learning and learning styles, b) learning and stress, c) learning and motivation, and d)

learning and student engagement. Theoretical evidence was provided that Kirton's (2003)

measure of learning style is compatible with problem solving learning (Gange, 1965) and

may provide insight to why some students lack classroom engagement.

 This chapter provides information concerning the methodology of the study. More

specifically, details were given concerning the research design, target population,

instrumentation, data collection procedures, and data analysis procedures.

 The purpose of this study was to determine if relationships exist between

cognitive style gap, student stress, student motivation, student engagement and selected

demographic variables of undergraduate students at the University of Florida in the

College of Agriculture and Life Sciences. The objectives of the study were to: 1)