Using Personality Type to Predict Student Success in a Technology-rich Classroom Environment.

Abstract

The purpose of the research has been to determine whether personality type has predictive ability in student success in a high-technology classroom. Previous research in this area has focused on professor personality type and their teaching method, how student personality type matches their comfort levels with technology, or the affect of a high technology environment on personality type. The current study looks at the predictability of personality type on student success in a high-technology academic environment.

The Myers-Briggs Type Inventory (MBTI) was used to assess student personality type while end-of-course grade in Chemistry 101, a technology-rich course, was used to measure success. Controlling variables were gender and SAT total score. Regression analyses showed that students who possessed the Sensing (S) personality type over the Intuiting (N) personality type performed significantly better in the high-technology classroom. Similarly, students who were Thinking (T) as opposed to Feeling (F) also did significantly better in a high-technology environment.

Analyses also showed significant differences in the means for groups participating in this research. Males had significantly lower grades than females in Chemistry 101 but scored significantly higher than females on SAT total. Males were significantly more likely to be T than F and also were significantly more T than females. Gender differences on the MBTI, specifically the Thinking vs. Feeling scale, that are prevalent in the literature and nationwide data were also found in this study.

Implications for the use of this study are numerous. The most important application of this prediction would be for advisers to assist their students in choosing the best academic path and future career options. College departments who give the MBTI have a use for the results beyond the normal personality type descriptions.