Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students

Autor/inn/en	Murphy, Laurie; Eduljee, Nina B.; Croteau, Karen; Parkman, Suzanne
Titel	Relationship between Personality Type and Preferred Teaching Methods for Undergraduate College Students
Quelle	In: International Journal of Research in Education and Science, 6 (2020) 1, S.100-109 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-9955
Schlagwörter	Personality Traits; Teaching Methods; Preferences; Undergraduate Students; Personality Measures; Teacher Student Relationship; Interaction; Visual Aids; Demonstrations (Educational); Tests; Lecture Method; Library Research; Information Seeking; Student Research; Discussion (Teaching Technique); Experiential Learning; Maine; Myers Briggs Type Indicator + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Interaktion; Anschauungsmaterial; Demonstrationsexperiment; Demonstrationsmodell; Demonstrationsunterricht; Examination; Prüfung; Examen; Informationserschließung; Studentenforschung; Experiental learning; Erfahrungsorientiertes Lernen
Abstract	This empirical study examined the relationship between Myers-Briggs Type Indicator (MBTI) personality types and preferred teaching methods for 507 Saint Joseph's College of Maine undergraduate students. The students completed two instruments: the Myers-Briggs Type Indicator®, Form M (Myers, McCaulley, Quenk, & Hammer, 1998), and a 27-item scale that measured preferred teaching methods in the classroom. Descriptive and inferential statistics indicated that the five most prominent personality types were ISFJ, ESFJ, ESFP, ENFP, and ISTJ. Sensing-Feeling (S-F) preference was the most common followed by Sensing-Judging (S-J) preference in the top five personality types. Across all MBTI dichotomies, the students indicated a preference for teaching methods that involved lecturer-student interaction, using some visual tools such as PowerPoint, and demonstrations and practice. The least preferred teaching methods involved unscheduled quizzes, lecture where the professor talks with no visuals, and library research using experiential activities. Significant differences were obtained between the MBTI dichotomies and preferred teaching methods. The results demonstrate the importance of faculty tailoring and adjusting their instruction to accommodate the needs of their students to increase student achievement, motivation, and engagement in their classroom. (As Provided).
Anmerkungen	International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01