High school agriculture students were taught using either a problem-solving (n=60) or subject-matter (n=52) approach. There were no differences in short- or long-term retention using either method across different learning styles. A moderate correlation was found between field independence and higher normal curve equivalent scores. (SK)

Illinois secondary agriculture students were taught 2 units; 1 group using a problem-solving approach (n=72) and the other a subject-matter approach (n=61). Neither approach nor cognitive style were related to achievement. Field-neutral learners scored significantly higher using problem solving when relevant and meaningful problems were used. (SK)

One group of Illinois secondary agriculture students was taught using a problem-solving approach (PSA), the other with a subject-matter approach (SMA). A problem-solving posttest and Group Embedded Figures Test showed significantly higher problem-solving ability in the PSA group. Field independent learners in the PSA group significantly increased…