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ABSTRACT
This pilot study examined the relationship between personality type (extraversion, introversion) and preferences for specific teaching and classroom methods with 73 (39 male, 34 female) undergraduate college students. Participants were administered the Myers-Briggs Personality Type Indicator®, Form M (Myers, McCaulley, Quenk, & Hammer, 1998), items that measured preferred teaching modalities, as well as preferences for classroom participation activities. No significant differences were obtained between personality type and preferred teaching methods in the classroom (p > .05). Both extraverts and introverts indicated the same preferences for participation activities preferred in the classroom. Significant differences were obtained for only one item "engaging in discussion with other students" between personality type and level of agreement with classroom participation activities.
Key words: Personality type, Extraversion, Introversion, Teaching methods, Classroom participation
INTRODUCTION
One of the instructor's key roles is to facilitate learning, inside and outside of the classroom. The instructor makes many course design decisions, ranging from identifying and delivering content, creating assignments and assessments and choosing how time is best spent in the classroom with the students (Brinthaupt, Clayton, Draude, & Calahan, 2014; Chamarro-Premuzic, Furnham, & Lewis, 2007). While the structure of assignments and assessments may direct how a student spends their time outside the classroom, the instructor's careful selection of teaching modalities have an opportunity to make a positive impact during student class time (Kharb, Samanta, Jindal, & Singh, 2013). Instructors may choose from a variety of teaching modalities, ranging from the traditional lecture to interactive discussions, demonstrations, small group work and partner activities to individual work, all performed during class time (Roehling, Kooi, Dykema, Quisenberry, & Vandlen, 2011; Tanner, 2013)
The types of teaching modalities chosen by instructors generally vary depending on the instructor and the discipline. Some disciplines may require classroom time that focuses solely on hands-on experiential learning or simulations to foster knowledge and skill, like Exercise Science, Nursing or Environmental Science (Harder, 2010). Other disciplines such as Theology or Psychology may utilize lecture more frequently to ensure retention and consistent application of learned knowledge. In the classroom, some instructors may be more comfortable with a lecture format while others may prefer to use classroom discussion, experiential activities or group work. Despite the discipline or instructor's chosen methodology, students may have their own...