Date
12-2018
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Wesley L. Scott
Keywords
Differentiated Instruction, Learning Styles, Myers-Briggs Personality Types, Introvert, Learning Methods
Disciplines
Education | Educational Methods
Recommended Citation
Ober, Jeffrey R., "Differences in High-School Student Learning by Instruction Type and MBTI Personality Type" (2018). Doctoral Dissertations and Projects. 1950.
https://digitalcommons.liberty.edu/doctoral/1950
Abstract
Differentiated instruction is a part of the education process today, and it is a time-consuming process used to attempt to reach more students and increase their learning and education. There is currently little empirical research dedicated to measuring the academic effects of differentiated instruction in the classroom. This research examined differentiated instruction in the form of learning styles (audio and visual) combined with personality types in an attempt to determine if there is a measurable significant effect on the academic achievement of students based on their own personality types and different applied learning styles in the classroom. No statistically significant differences were found between different personality types and instruction types.
