Chapter 2 discussed the theoretical and conceptual framework of the study as well

as reviewing the literature concerning cognitive style, stress, motivation, and engagement

as they relate to learning. Special attention was given to Kirton's cognitive style as a

measure of problem solving learning. Furthermore, dissimilar cognitive style, as

measured by cognitive style gap, may cause faculty members and students to have

difficulties communicating and working together in the classroom environment. The

reliable and valid measure of cognitive style gap may explain why some students are not

engaged in the course.

 Chapter 3 provided the research methodology of this study with attention given to

research design, population and instrumentation. Procedures were outlined for data

collection and data analysis to complete the five objectives of this study.

 This chapter presents the results of this study which are organized by the

objectives listed previously.

 Instrument Post-hoc Reliability

 Cronbach's alpha was used to determine post-hoc reliability of the four

instruments administered to participating students. Considering all students in this study,

the total cognitive style score measured with Kirton's Adaption-Innovation Inventory

(KAI) had an alpha coefficient of .85, which comprised of the constructs: sufficiency of

originality (a=.80), efficiency (a=.66) and rules/group conformity (a=.76). Regarding the

measurement of student stress, the Student-life Stress Inventory (SSI) had a total score

alpha coefficient of .88 which included five constructs: frustrations (a=.80), conflicts

(a=.84), pressures (a=.73), changes (a=.89) and self-imposed (a=.69). Motivation in this

study was measured with the Motivated Strategies for Learning Questionnaire (MSLQ)

which had a post-hoc total score alpha coefficient of .86 which included the constructs: