Learning Style as a Predictor of Student Performance and Instructor Evaluations

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Abstract
The effect of the students' learning style on the students' performance, as measured by their grades, and the students' evaluation of the instructor, as measured by a standardized teaching evaluation instrument, was empirically investigated. The results demonstrate that students with learning styles that fit well with the emphasis of an institution of higher education perform better than those students whose learning styles were not as well matched.

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