An Investigation of the Relationship Between Learning-style and Temperament of Senior High-school Students in the Bahamas and Jamaica

Author

Owen Anthony Roberts, Andrews University

Date of Award

1984

Document Type

Thesis

Degree Name

Master of Arts

College

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.

Recommended Citation

Roberts, Owen Anthony, "An Investigation of the Relationship Between Learning-style and Temperament of Senior High-school Students in the Bahamas and Jamaica" (1984). Master's Theses. 22.
https://dx.doi.org/10.32597/theses/22/
https://digitalcommons.andrews.edu/theses/22

Creative Commons License

This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.

DOI

https://dx.doi.org/10.32597/theses/22/