Volume 47 - Number 3 - 2006 | DOI: 10.5032/jae.2006.03014
The purpose of this study was to investigate the relationship between Extension employees' learning styles and their performance in three different types of learning environments: traditional face-to-face instruction, minimally interactive online instruction, and highly interactive, multimedia-rich online instruction. Keith Golay's Learning Pattern Assessment and a ten-question post-test were used to gather data for this study. A 4 x 3 factorial ANOVA was used to test the data at the .10 level of significance. Results indicate that participants in the traditional face-to-face and the multimedia-rich, highly interactive online environment had statistically higher post-test scores than those participants in a minimally interactive online environment. Further, it was discovered that a participant's learning style had no statistically significant effect on their final post-test scores in any of the three instructional methods; and no significant interaction was found between the learning style and instructional method.