Volume 39 - Number 3 - 1998 | DOI: 10.5032/jae.1998.03001



With a growing American Indian population, agriculture teachers must be poised to provide effective education. This study sought to determine the learning styles and traditionalism of Navajo students enrolled in a secondary agricultural education program. The Group Embedded Figures Test and a researcher-developed instrument were used to gather the data. The results revealed that students, in general, prefer a field independent style of learning. The style of learning, however, varied by students' gender and degree of traditionalism. Based on the findings, recommendations are offered for teaching American Indian learners.

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