{"title":"The Value of Pedagogical Preferences: A Case of Personality and Learning Environments in Higher Education","authors":"J. Davies, Thomas L. Wilson","doi":"10.17583/ijep.2020.5634","DOIUrl":null,"url":null,"abstract":"To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups. Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores. First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores. These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning.","PeriodicalId":44173,"journal":{"name":"International Journal of Educational Psychology","volume":" ","pages":""},"PeriodicalIF":1.1000,"publicationDate":"2020-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.17583/ijep.2020.5634","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"PSYCHOLOGY, EDUCATIONAL","Score":null,"Total":0}
引用次数: 1
Abstract
To improve learning outcomes, research evidence has accumulated regarding the principles of teaching and learning; however, students’ perceptions of teaching methods have received little scientific investigation toward enhanced quality of their learning. To provide a demonstration of the value of researching student perceptions of the learning environments in which they find themselves, a sample of preference ratings (n = 69) was examined to test the hypothesis there exist among the Five Factor personality dimensions correlates of preference ratings for three environments: teacher-led, independent-autonomous, and groups. Results confirmed preference for group learning in our sample and statistically reliable zero-order positive correlations between group-based learning preference and both extraversion and openness scores and between preference for teacher-led environments and openness scores. First-order correlations showed no significant changes in accounted preference variation when controlling the other personality factors scores. These findings are discussed with respect to likely social-cognitive and neurodevelopmental bases of group learning effectiveness and the utility of investigating student preferences for improving the quality of learning.