Abstract
To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups. Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores. First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores. These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning.
Highlights
To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning
The learning environment preference ratings were less consistent across the seven teaching modalities within each category and likely due to their variety
We found in the sample that the personality factors openness and extraversion were positive correlates of this preference
Summary
Research evidence has accumulated regarding the principles of teaching and learning; students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. As well, education research has uncovered beneficial relationships among personality factors and individual approaches to learning (e.g., Duff, Boyle, Dunleavy, & Ferguson, 2004), often called learning styles (Dunn, Dunn, & Price, 1989; Felder & Spurlin, 2005; Furnham, 1992; Honey & Mumford, 1992; Sternberg, Grigorenko, & Zhang, 2008; cf Curry, 1990; Riener & Willingham, 2010) While knowledge of these factors related to academic success has increased over the decades, little evidence has accumulated regarding the quality and meaningfulness to the student of their learning toward “action theories” immediately applicable by educators (Entwistle, 2019). This article reports our attempt to achieve a modest demonstration of the value of learning environment preferences using a correlational design to discover the linear relationships between students’ preference ratings and their personality factor scores
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