This paper presents results of a research project that explored the relatio
nship between matching and mismatching instructional presentation style (br
eadth-first and depth-first) with students' cognitive style (field-dependen
ce/-independence) in a computer-based learning environment, 73 postgraduate
students were asked to create Web pages using HTML, using instructional ma
terials that were either matched or mismatched with their cognitive styles.
Significant differences in performance on a multiple choice test of concep
tual knowledge were found for students learning in matched and mismatched c
onditions. Performance in matched conditions was significantly superior to
that in mismatched conditions. However, significant effects were found for
gender, matching mainly affecting male students. Performance on a practical
test of Web page creation was not linked to matching or mismatching, but w
as linked to an interaction between gender and instructional presentation s
tyle, The findings provide support for the notion that matching and mismatc
hing can have significant effects on learning outcomes. The paper concludes
with suggestions for further research.