The purpose of this study is to find learning effects and interaction effect among learners` learning style, method and material. This study was followed by the 2?2?2 factorial design experiments about learning style, learning method, learning material at Kwang Yang Vocational High School students. Measurement of subjects` learning style was followed by Ma, Sang Jin(1997)`s scale based on Dunn and Dunn` Model. The learning material was composed of multimedia CD-ROM made by Korea Broadcasting University, and the text-based electronic text made by researcher using Powerpoint. The academic achievement tests were consisted of objective test for `recognition`, and open-ended subjective test for `recall`. Both the subjective test and objective test were administered instantly and two weeks later after experiment. The objective test was made of 20 questions composed of Likert type scale. The data was analyzed by T-test and analysis of covariance. The results of this study are as follows; First, learning effects among learning style, method and material have several effects on academic achievement. In view of `recall`, the high grade learning style group is more effective, and letter-based materials are more effective at immediate test than two week later test after experiment, multimedia are more effective at two weeks later test than at the immediate test. In view of `recognition`, multimedia are more effective than letter-based materials. In view of learning interest, letter-based materials are more effective than multimedia. Second, there is little interaction effect among learning style, method and material. But, according to the difference between immediate test and two week later test, the difference of `recognition` was influenced by the interaction between learning method and material, for the interaction teacher-centered instruction using multimedia and learner-centered instruction using multimedia. The difference of `recall` was greatly influenced by the learning material.
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