Personality Type (MBTI) Relationship to Performance and Satisfaction in Web-based Instruction (WBI)

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dc.contributor.advisor Dr. Brad Mehlenbacher, Committee Member en_US
dc.contributor.advisor Dr. James R. Smith, Jr., Committee Member en_US
dc.contributor.advisor Dr. Susan Osborne, Committee Member en_US
dc.contributor.advisor Dr. Terrance P. O'Brien, Committee Chair en_US
dc.contributor.author Lucas, Debra Jan Willis en_US
dc.date.accessioned 2010-04-02T18:30:06Z
dc.date.available 2010-04-02T18:30:06Z
dc.date.issued 2007-07-23 en_US
dc.identifier.other etd-03192007-153855 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/3439
dc.description.abstract The purpose of this study is to provide empirical data that reports the association between students' personality type preferences as understood by the Myers-Briggs Type Indicator (MBTI) personality profile and their achievement and perception of satisfaction in web-based learning environments. Data were collected from two graduate level courses offered entirely online using the WebCT learning management system during one semester. The data of interest were extracted from the course information; MBTI profile (learning style), numeric end of course grade (performance), course evaluation (used for satisfaction indicator). The demographic subject profile information such as gender, ethnicity, and age were extracted from the MBTI profile database collection. Data analysis and generation were done using SAS software. For the given sample, the data show the MBTI scale preference for Thinking-Feeling make a statistically significant difference in the satisfaction ratings of Learner-to-Learner and Learner-to-Content interactions within Web-based instructed (WBI) courses. Students with MBTI preference for Feeling rated their satisfaction with Learner-to-Learner and Learner-to-Content interactions in the WBI courses higher than those with Thinking preference. Satisfaction with Learner-to-Instructor interaction was not related to MBTI preference, but was statistically significantly different by age range. MBTI preference, age and gender did not make a difference in achievement as measured by end of course grade in the WBI courses. These findings suggests Web-based instruction should ensure effective methods and strategies are used to accommodate student learning preference with regard to course interactions. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dis sertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.title Personality Type (MBTI) Relationship to Performance and Satisfaction in Web-based Instruction (WBI) en_US
dc.degree.name PhD en_US
dc.degree.level dissertation en_US
dc.degree.discipline Curriculum and Instruction en_US


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