A study of the relationship between students' learning styles and instructors' lecture styles

摘要

The Myer-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 sensing/intuitive (S/I) scale separates intuitive students with a preference for abstract, global, and theoretical approaches from so-called sensing students, with their preference for the practical, factual, and specific approach. An experiment is described in which two teaching presentations were designed (one intended to appeal to sensing students and the other intended to appeal to intuitive students) and presented to two similar heterogeneous groups of engineering students. The interactions between student-learning style, teaching-presentation mode, and student performance are explored. It is concluded from these results that the S/I dimension of the MBTI can affect the teaching and learning of technical material.