By analyzing the elementary school students' preference for learning techniques depending on their personality types, the study recognized the need for individualized education that considers the learner's characteristics and has a purpose of providin...
By analyzing the elementary school students' preference for learning techniques depending on their personality types, the study recognized the need for individualized education that considers the learner's characteristics and has a purpose of providing basic data that can aid in establishing and developing effective teaching-learning strategy. In order to achieve such purpose, the following questions were created.
First, how does the MMTIC Indicator of Preferences show?
Second, is there any difference in the learning technique of learners depending on each of the 4 indicators of preferences for personality; E(Extroversion)-I(Introversion),S(Sensing)-N(Intuision), T(Thinking)-F(Feeling), and J(judging)-P(Perceiving)?
Third, is there any difference in the learning technique of learners depending on 4 function types of personality; ST, SF, NT and NF?
Fourth, is there any difference in the learning technique of learners depending on 4 temperament types of personality(SJ, SP, NT and NF)?
Fifth, is there any difference in the learning technique of learners by gender?
In order to answer these questions, the study carried out a survey on fifth and sixth graders in an elementary school located in Namyangju-si, Gyeonggi-do. Excluding 2 ineffective respondents, the study analyzed total of 245 questionnaires responded by the students.
In the study, the MMTIC test was used to test the personality types of the children. The MMTIC test used in the study was standardized by Jeong-Taek Kim and Hye-Suk Sim in 1993 with children and teachers in the age between 8 and 13. It is the D type that is the final verson of Korean MMTIC and is made of 70 questions. Also, the study modified and used the 'Learning Technique Test for Elementary School Students in Higher Grades' developed by Education Research Institute of Busan University(Young-Gye, 1999) under the instruction of experts in order to test the students' learning techniques.
The data of the study was analyzed using the SPSS 11.0 program. Based on the collected MMTIC tests, the personality types of students could be obtained with the help of experts and the frequency test was carried out to examine distribution of four indicators of preference, psychological function and temperament of personality. The average and standard deviation were produced to find out the use rate of subordinate learning techniques of learners. In order to verify the difference in the learners' learning technique by 4 indicators of preference, temperament and function of personality, t-test and One-way ANOVA were carried out. When there was a significant difference after the One-way ANOVA, Duncan's Post-Hoc was executed to verity the difference among groups.
The followings show the conclusions through the analyses of collected data.
First, in the indicator of preference, the elementary school students tend to prefer extroversion(87.4%), intrusion(50.5%), feeling(84.0%), and perceiving(93.4%) more. As for the distribution of psychological function of personality types, the result showed in the order of NF, SF, ST, and NT. The temperament of personality types distributed in the order of NF, SP, SJ and NT.
Second, the study looked into the difference in learning techniques according to the indicator of preference and in result, the learning technique for information processing in SN indicator of preference showed a significant difference. In other words, N(M=3.72) is preferred to S(M=3.34) in the learning technique for information processing(t=-2.353, p<.05).
Third, the study examined if there is a difference in the preference of learning technique by personality function and in result, there was no meaningful difference in the general preference. However, there was a significant difference in the learning technique of class involvement by personality function(F=2.664, p<.05). The result of Duncan's Post-Hoc shows that such difference can be seen between NT(M=4.44) and ST(M=3.51), NT(M=4.44) and SF(M=3.77), and NT(M=4.44) and NF(M=3.89).
Fourth, the study analyzed if there is a difference in the preference of learning techniques depending on the personality temperament and the result showed that there was no significant difference in the general preference of learning techniques. As for the subordinate factors, there was a significant difference in learning technique of class involvement(F=3.294, p<.05) and learning technique of problem-solving(F=3.565, p<.05). After the Duncan's Post-Hoc, the significant difference in the learning technique of class involvement could be found between NT(M=4.44) and SJ(M=3.27). Also, the signifiant difference in the learning technique of problem-solving could be seen between NT(M=4.93) and SJ(M=3.58), NF(M=4.43) and SJ(M=3.58), and NT(M=4.93) and SP(M=4.17).
Fifth, the analysis on the difference in preference of learning techniques by gender showed that there was no meaningful difference. However, the female students showed a better result only in the learning technique of problem-solving, a subordinate factor of learning techniques, than the male students(M=4.21)(t=-2.516, p<.05).
The study results show that each child has different personality and different learning technique. Therefore, schools should recognize the necessity for individualized education after examining each individual learner's personality type and establish teaching-learning strategy for each individual.
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