Critical Thinking as Influenced by Learning Style

The development of critical thinking skills in students at all age levels has long been a national concern. As such, teaching faculty in all disciplines and at all levels of education shared a common goal: to develop in students in the complex mental operations that will allow them to be successful in the classroom as well as their future careers. A review of education literature reveals several factors that have been found to influence cognitive development. Learning style was one such factor. This study sought to investigate the influence learning style had on critical thinking abilities of students enrolled in a college of agriculture. A random sample of senior students was selected for the study. The Developing Cognitive Abilities Test and the Group Embedded Figures Test were used to gather data on students critical thinking abilities and learning style. Using multiple linear regression, 9 percent of the variance in students' critical thinking was uniquely accounted for by learning style after controlling personal characteristics. Recommendations are offered based on the results and for future research. The education literature overwhelmingly conveys the value for the development of critical thinking abilities in students. Most rationales convey arguments for the importance of thinking abilities: they lead to getting a better job, to the nation being able to compete better economically, to people being able to fit better within a changing and complex environment, to improve the quality of life (Thomas, 1992). Addressing the postsecondary faculty, Weiss (1993) indicated that teaching faculty in all disciplines and at all levels of education shared a common goal: to develop in students in the complex mental operations that will allow them to be successful in the classroom as well as their future careers. How do we develop complex mental operations in student? Theoretical/Literature Base In a comprehensive literature review, Torres (1993) developed a conceptual framework that grouped variables identified into five major factors that contributed to developing complex mental operations or cognitive abilities: 1) teacher-related variables; 2) student-related variables; 3) personal characteristics; 4) learning styles; and, 5) other factors (Figure 1). Teacher-related factors included such variables as philosophical beliefs (Bane, 1969), preparation (Young, 1982; Gall, 1970), cognitive expectation (Pickford, 1988), tests and assignments (Miller, 1989), and instructional delivery (Pascarella, 1975; McMillan; 1987). While teacher-related factors hold to be very important influential factors in cognitive development, student-related factors may be more profound. Student-related factors included such variables as involvement (McKeachie, 1980; Flander, 1970), motivation (Miller, 1989; Pickford, 1988), and student interest in and value of the course enrolled (Pickford, 1988). Similarly, McKeachie (1980) maintained that students' personal characteristics