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The Interactive Effects of Personality and Method of Instruction on Student Performance: An Extension
Rebekah Sheely Heath,
Pittsburg State University
ABSTRACT. The current study examines the interaction between personality as measured by the Myers-Briggs Type Indicator (MBTI) and type of decision aid (tax software versus paper 1040 forms) on student learning. My study differs from previous research in that the measure of performance captured in the study is that of inferential learning (e.g., the ability to apply technical principles, ideas, and theories in particular situations). Ott, Mann and Moores (1990) find that personality traits do affect exam scores when students are instructed in two methods of instruction (computer-assisted and lecture). I find that Intuitive and Thinking types perform better when using paper forms while Feeling types perform better when utilizing tax software. The results of the two studies seem to contradict each other. However, whether or not a computer is involved in the learning process is not the determining factor in this comparison but rather how the students’ senses and reasoning powers are engaged.
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