CHAPTER 4
 RESULTS

 Chapter 1 provided the introduction of Kirton's Adaption-Innovation (A-I) theory

as it applies to learning styles of undergraduate students in the classroom. Attention was

also given to Kirton's separation of cognitive level from cognitive style. The chapter also

presented a need for facilitating student engagement in the undergraduate classroom. A

dissimilar learning style (cognitive gap) between the university faculty member and the

student may give insight to why students are not engaged. The purpose of this study was

to determine if significant relationships exist between cognitive style gap, student stress,

student motivation, student engagement and selected student demographic variables of

undergraduate students at the University of Florida in the College of Agriculture and Life

Sciences. The specific objectives of this study were to: 1) describe selected faculty and

students according to their selected demographic variables; 2) determine the cognitive

style, student stress, student motivation, and student engagement of undergraduate

students; 3) determine the cognitive style gap between faculty and students and to explore

its relationship with student stress, student motivation, student engagement and specific

demographic variables of undergraduate students; 4) explain undergraduate student stress

and student motivation based on cognitive style gap and selected demographic variables;

and 5) explain undergraduate student engagement based on cognitive style gap, student

stress, student motivation and selected demographic variables. Furthermore, chapter 1

listed definitions, basic assumptions, and cited limitations of the study.