Date of Award

1984

Document Type

Thesis

Degree Name

Master of Arts

School

College of Arts and Sciences

Program

Educational Psychology MA

First Advisor

Jerome D. Thayer

Abstract

Problem: The purpose of this study was to determine whether senior high-school students’ temperaments are considered a significant factor which affect their learning style.

Method: An ex-post facto research design was used. Two standardized instruments (Learning Style and Temperament inventories) were administered to a total of 326 senior high-school students in the Bahamas and Jamaica.

Results: 1. Significant correlations were found between the scales of the Learning Style and Temperament inventories. 2. Each temperament type is characterized by a linear combination of learning-style variables. 3. Differences exist between (a) males and females on the learning style variables, and (b) Bahamian and Jamaican students on the learning-style and temperament variables. 4. A significant canonical correlation exists between the scales of Temperament and Learning Style inventories.

Conclusions: 1. Students can identify their preferred style of learning. 2. Students’ learning-style is a function of their temperament type. 3. Sex differentiation should be considered when applying learning-styles to individualized and group instructions. 4. Demographic differences between the Bahamian and Jamaican students contributed to the differences in learning-styles and temperaments.

Subject Area

High school students--Jamaica., High school students--Bahamas.

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