A Study of the Relationship Between Students' Learning Styles and Instructors' Lecture Styles
Peter Rosati, Russell K. Dean, and Susan M. Rodman
IEEE Transactions On Education, Vol. 31 No. 3, August 1988
The Myers-Briggs type indicator (MBTI) has been used by previous researchers as an indicator of the learning style preferences of engineering students in problem-solving courses. In particular, the intuitive/sensing scale separates intuitive students with a preference for abstract, global, and theoretical approaches from the sensing students with their preference for the practical, factual, and specific approach. This paper describes an experiment in which separate teaching presentation modes were designed - one sensing and the other intuitive - and presented to two similar groups of engineering students. The interactions between student learning style, teaching presentation mode, and student performance are explored.
Testing Engineering Students: Are We Really Fair?
Russell K. Dean and Susan M. Rodman
IEEE Transactions On Education, Vol. E-30, No. 2, May 1987
The MBTI (Myers-Briggs-Type Indicator) has seen application in a variety of settings. This investigation addressed the relationship of two dimensions of that instrument, Sensing-Intuiting (S-N) and Judging-Perceiving (J-P), to performance on tests containing both computational problems and multiple choice questions. The objective of the investigation was to determine whether particular types of testing offer an advantage to certain individuals due to their preferred ways of internalizing and processing information. Questions were designed to operate at one of three levels of the problem-solving taxonomy: diagnosis, routines or interpretation. These data indicate a possible interaction between performance and personality type as measured by the MBTI.