![]() These findings have implications for faculty with teaching appointments in colleges of agriculture. No differences in critical thinking ability existed between students of other learning styles. ![]() Students with deeply embedded Abstract Sequential learning style preferences exhibited significantly higher critical thinking skill scores. Results showed that no critical thinking skill differences existed between male and female students in this study. The target population for this ex post facto study was 135 students enrolled in a college of agriculture and life sciences leadership development course at the University of Florida. The purpose of this study was to determine the influence of student learning style on critical thinking skill.
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