The aim of this study is to find the effective teaching-learning methods dealing with the individual differences. This study analyzed the distribution of the learners' personal characteristic and information processing learning style, and investigated the relation of them to the academic achievement...
The aim of this study is to find the effective teaching-learning methods dealing with the individual differences. This study analyzed the distribution of the learners' personal characteristic and information processing learning style, and investigated the relation of them to the academic achievement.
The subjects for this study were 144 second grade high school students on science track in Jinju. Learners' personal characteristic and information processing learning styles were measured by MBTI Form GS, Kolb's LSI(Learning Style Inventory), Felder-Soloman ILS(Index of Learning Styles) in this research. The total score for second grade subjects: Korean, English, Math, Physics, Chemistry and Earth Science was used as a predictor of academic achievement. All the questionnaire data were analyzed by using SPSS 18.0 statistical package.
The results of this study are as follows:
First, the distribution analyses of MBTI(Myers-Briggs Type Indicator) function pairs showed that SF topped the list with 52.8%, followed by SF with 20.1%, NT with 18.8% and NF with 8.3%. In the case of the temperament pairs, SP with 46.5 was the highest, followed by SJ with 26.4%, NT with 18.8%, NF with 8.3%.
Second, the distribution analyses of Kolb's 4 learning style showed that Accommodators were the largest with 36.8%, followed by Assimilators with 29.9%, Convergers with 18.1%, Divergers 15.3%. Assimilators with 20.1% and Accommodators with 16.0% were the largest of the 9 learning style. Sensory-Visible-Active-Sequential Style with 26.4% made up the largest percentage of the Felder's Learning Style.
Third, the result of this study showed that S(sensing)-N(intuition) of 4 MBTI preference indices had a statistically significant relationship with the academic achievement in English, Math, Physics, Chemistry. However, E(Extraversion)-I(Introversion) had statistically significant relationship with the academic achievement only in Earth Science. On the other hand T(Thinking)-F(Feeling) and J(Judgement)-P(Perception) didn't show any statistically significant relationship with the academic achievement. The study of Kolb's Learning Style showed CE(concrete experience)-AC(abstract conceptualization) had statistically significant negative correlation with academic achievement in all subjects, while RO(reflective observation) -AE(active experimentation) didn't show any relationship with academic achievement. Intuitive and Sensory students of Felder's Learning Style had statistically significant relationship with the academic achievement only in English, Math, Physics, but the other styles didn't.
Fourth, There was no statistically significant difference in academic achievement between Funtional types and temperamental types of MBTI personality type. Convergers and Assimilators of Kolb's 4 learning styles showed higher academic score in all subjects than Divergers and Accommodators. In the case of Kolb's 9 learning styles, Convergers had the highest levels of academic achievement in all subjects, and Assimilators had the second highest levels. There was no statistically significant difference among Felder's learning style in academic achievement.
The aim of this study is to find the effective teaching-learning methods dealing with the individual differences. This study analyzed the distribution of the learners' personal characteristic and information processing learning style, and investigated the relation of them to the academic achievement.
The subjects for this study were 144 second grade high school students on science track in Jinju. Learners' personal characteristic and information processing learning styles were measured by MBTI Form GS, Kolb's LSI(Learning Style Inventory), Felder-Soloman ILS(Index of Learning Styles) in this research. The total score for second grade subjects: Korean, English, Math, Physics, Chemistry and Earth Science was used as a predictor of academic achievement. All the questionnaire data were analyzed by using SPSS 18.0 statistical package.
The results of this study are as follows:
First, the distribution analyses of MBTI(Myers-Briggs Type Indicator) function pairs showed that SF topped the list with 52.8%, followed by SF with 20.1%, NT with 18.8% and NF with 8.3%. In the case of the temperament pairs, SP with 46.5 was the highest, followed by SJ with 26.4%, NT with 18.8%, NF with 8.3%.
Second, the distribution analyses of Kolb's 4 learning style showed that Accommodators were the largest with 36.8%, followed by Assimilators with 29.9%, Convergers with 18.1%, Divergers 15.3%. Assimilators with 20.1% and Accommodators with 16.0% were the largest of the 9 learning style. Sensory-Visible-Active-Sequential Style with 26.4% made up the largest percentage of the Felder's Learning Style.
Third, the result of this study showed that S(sensing)-N(intuition) of 4 MBTI preference indices had a statistically significant relationship with the academic achievement in English, Math, Physics, Chemistry. However, E(Extraversion)-I(Introversion) had statistically significant relationship with the academic achievement only in Earth Science. On the other hand T(Thinking)-F(Feeling) and J(Judgement)-P(Perception) didn't show any statistically significant relationship with the academic achievement. The study of Kolb's Learning Style showed CE(concrete experience)-AC(abstract conceptualization) had statistically significant negative correlation with academic achievement in all subjects, while RO(reflective observation) -AE(active experimentation) didn't show any relationship with academic achievement. Intuitive and Sensory students of Felder's Learning Style had statistically significant relationship with the academic achievement only in English, Math, Physics, but the other styles didn't.
Fourth, There was no statistically significant difference in academic achievement between Funtional types and temperamental types of MBTI personality type. Convergers and Assimilators of Kolb's 4 learning styles showed higher academic score in all subjects than Divergers and Accommodators. In the case of Kolb's 9 learning styles, Convergers had the highest levels of academic achievement in all subjects, and Assimilators had the second highest levels. There was no statistically significant difference among Felder's learning style in academic achievement.
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