Do Personality Traits Matter? A Comparative Study of Student Preferences for Teaching and Learning Activities and Assessment Modes in Two Different Majors
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| Title: | Do Personality Traits Matter? A Comparative Study of Student Preferences for Teaching and Learning Activities and Assessment Modes in Two Different Majors |
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| Language: | English |
| Authors: | Fjelkner, Annika, Hakansson, Andreas, Rosander, Pia |
| Source: | Teaching & Learning Inquiry. 2019 7(1):78-102. |
| Availability: | University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Early Childhood Education Preschool Education |
| Descriptors: | Personality Traits, College Students, Majors (Students), Preschool Teachers, Preservice Teachers, Preservice Teacher Education, Preferences, Learning Motivation, Learning Strategies, Teaching Methods, Learning Activities, Student Evaluation, Foreign Countries, Evaluation Methods, Business Administration Education, Personality Measures, Questionnaires |
| Geographic Terms: | Sweden |
| Assessment and Survey Identifiers: | NEO Personality Inventory, Study Process Questionnaire |
| ISSN: | 2167-4779 |
| Abstract: | What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences between the types of assessment modes preferred and significant differences between the two majors regarding learning approaches, motives, and strategies. The findings are examined in relation to models of learning and disjuncture, discussions of educational relationships and risk, and concepts of teaching and learning regimes. Teachers and curriculum developers face two issues. First, teachers who are new or come from a different teaching and learning regime may run the risk of alienating students and causing them extreme anxiety if they use teaching and learning activities and assessment modes students are uncomfortable and unfamiliar with. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1213116 |
| Database: | ERIC |
| Abstract: | What do we need to know about our students to better provide for more equitable outcomes? Who will succeed depends on many factors, and student personality traits constitute one factor that has received less attention in the engagement and teaching literature. The aim of the present study is to add to discussions on teaching in higher education by exploring how students differ on personality trait profiles (IPIP-NEO-PI test), approaches to learning (R-SPQ-2F test), and preferences for teaching and learning activities and assessment modes. The online survey study was carried out at a Swedish teaching university on students in a business (n=144) and preschool teacher education program (n=179). The findings revealed systematic differences between the types of assessment modes preferred and significant differences between the two majors regarding learning approaches, motives, and strategies. The findings are examined in relation to models of learning and disjuncture, discussions of educational relationships and risk, and concepts of teaching and learning regimes. Teachers and curriculum developers face two issues. First, teachers who are new or come from a different teaching and learning regime may run the risk of alienating students and causing them extreme anxiety if they use teaching and learning activities and assessment modes students are uncomfortable and unfamiliar with. Second, teachers and curriculum developers run the risk of not challenging students enough, thus depriving them of valuable learning experiences. |
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| ISSN: | 2167-4779 |
