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Chapter 2 REVIEW OF RELATED LITERATURE The review of the literature for this study focuses on procedures used to identify teaching and learning styles and what effect a match between the two has on student learning outcomes and evaluation of instructors. The review focuses on a number of different instruments used to identify teaching and learning styles. The chapter begins with a definition of learning styles, teaching styles, and matching, followed by the findings of researchers using various instruments to measure learning and teaching styles. The research outcomes germane to learning styles, teaching styles, and a match between the two in relation to course grades, final exam scores, and instructor evaluations are discussed. Learning and Teaching Styles Many researchers have proclaimed the significance of identifying preferred teaching styles and preferred learning styles. Claxton and Ralston (1978, in Miller, 1982) alluded to this significance: The research findings on learning styles offer substantial promise to teachers, counselors, and the students themselves in terms of finding better ways for students to learn. But while matching learning style with instructional mode apparently facilitates positive interpersonal relations, and while it would seem to point the way for increased learning, the empirical data that support this idea are rather scarce. Such a significant gap in the research must be filled if knowledge about learning styles is to become a significant force in improving college and university teaching (p. 36). However, identifying and defining the vast number of learning styles can become an enormous task. According to Cornett (1983), the myriad of labels and categories used in identifying the different areas of style can be overwhelming for educators. Corbett and Smith (1984) stated: Learning style is a complex construct involving the