The purpose of this Fulbright-sponsored research was to compare the learning style and creative talents of Mexican and American undergraduate engineering students. These data contributed to a growing body of research aimed at understanding the impact of cultural differences on learning and creative performance. Data on learning style and creative performance were collected from 203 Mexican and 283 American undergraduates. Learning style was assessed using the Productivity Environmental Preference Survey (Dunn, Dunn & Price, 1993) and creative performance with the Tel-Aviv Activities and Accomplishments Inventory (Milgram, 1994). Results of discriminant analysis procedures revealed learning style and creative performance differences between the two groups. These findings may inform teaching practice in undergraduate engineering classrooms in both countries.
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