This study investigated the relationship between students' age, achievement,
evaluation of the instructors and the match-mismatch of students' and instructors' learning
styles. Seventeen (17) business instructors and 302 business students comprised the
population. The students were selected as an intact group enrolled in the participating
faculty members' class.
The relationship between age and learning style mismatch and evaluation and age
and learning style mismatch and grade was not significant using Kolb LSI and Gregorc
Style Delineator. The particular learning style of the instructor did not significantly affect
grade nor evaluation using Kolb LSI and the Gregorc Style Delineator. However,
submodel analysis revealed that instructors' learning style converger contributed to grade
and accommodator style contributed to evaluation using Kolb LSI. Instructors' learning
styles abstract sequential and concrete random contributed to grade using the Gregorc Style
Delineator.
The particular learning style of the student did not affect the relationship between
learning style mismatch and grade and learning style mismatch and evaluation using Kolb
LSI and the Gregorc Style Delineator. Submodel analyses indicated that students with
learning styles accommodator and diverger who matched their instructors contributed to
grade and students with learning style diverger when matched contributed to evaluation.
The findings of this study were generally contrary to research.
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