The purpose of this study was to investigate the learning methods commonly used by students according to the MBTI personality type of high school students.
For this purpose, a total of 2042 male and female high school students in 9 high schools in C province were surveyed. Students’ learning met...
The purpose of this study was to investigate the learning methods commonly used by students according to the MBTI personality type of high school students.
For this purpose, a total of 2042 male and female high school students in 9 high schools in C province were surveyed. Students’ learning methods according to the MBTI personality type and academic scores of the mid-term exam of their first semester, four types of dichotomies and 16 types of personality were analyzed, respectively.
The MBTI Personality Test was developed to reveal different characteristics based on Jung's psychological typology. It consists of four pairs of opposites in the human mind: Extraversion(E), Introversion (I), Sensory (S), iNtuition (N), Thinking (T), and Feeling (F).
In order to understand how students learn, literature related to existing learning techniques and learning strategies was analyzed. The researcher categorized the learning methods into five factors: learning motivation, class attitude and learning attitude, self-management and environment management, information processing, and test management. A total of 79 items were composed.
The questionnaires resembles the form of the semantic discrimination scale. The questionnaires were produced based on the facial validity of a total of 15 related experts, including a learning coaching expert, an MBTI personality psychologist, and an in-service teachers with experience in learning counseling.
One-way Analysis of Variance, 4-way Analysis of Variance, and Multinomial Logistic Regression were conducted using the SPSS 23.0 program. The results of the Tukey’s post-test were used to compare between the groups. The results showed that there was a significant difference between the groups. The statiscally significant learning methods used by the top-ranked students were classified into five categories according to their personality type.
The results showed that students prefer learning methods according to their personality types, use different learning methods in the same learning space, are motivated by the most efficient methods, use learning methods for test preparation considering their differences in personality.
The results of this study suggest that uniform teaching methods may not be suitable for some students, and that teaching methods that guide teachers in consideration of individual differences of students will increase students satisfaction.
The purpose of this study was to investigate the learning methods commonly used by students according to the MBTI personality type of high school students.
For this purpose, a total of 2042 male and female high school students in 9 high schools in C province were surveyed. Students’ learning methods according to the MBTI personality type and academic scores of the mid-term exam of their first semester, four types of dichotomies and 16 types of personality were analyzed, respectively.
The MBTI Personality Test was developed to reveal different characteristics based on Jung's psychological typology. It consists of four pairs of opposites in the human mind: Extraversion(E), Introversion (I), Sensory (S), iNtuition (N), Thinking (T), and Feeling (F).
In order to understand how students learn, literature related to existing learning techniques and learning strategies was analyzed. The researcher categorized the learning methods into five factors: learning motivation, class attitude and learning attitude, self-management and environment management, information processing, and test management. A total of 79 items were composed.
The questionnaires resembles the form of the semantic discrimination scale. The questionnaires were produced based on the facial validity of a total of 15 related experts, including a learning coaching expert, an MBTI personality psychologist, and an in-service teachers with experience in learning counseling.
One-way Analysis of Variance, 4-way Analysis of Variance, and Multinomial Logistic Regression were conducted using the SPSS 23.0 program. The results of the Tukey’s post-test were used to compare between the groups. The results showed that there was a significant difference between the groups. The statiscally significant learning methods used by the top-ranked students were classified into five categories according to their personality type.
The results showed that students prefer learning methods according to their personality types, use different learning methods in the same learning space, are motivated by the most efficient methods, use learning methods for test preparation considering their differences in personality.
The results of this study suggest that uniform teaching methods may not be suitable for some students, and that teaching methods that guide teachers in consideration of individual differences of students will increase students satisfaction.
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