Title

Learning Styles and Personality Types of Traditional Versus Nontraditional Students

Date of Award

1995

Degree Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Studies and Research

First Advisor

John R. Rachal

Advisor Department

Educational Studies and Research

Abstract

This research was designed to determine the relationship between student classification (traditional versus nontraditional) and learning style, personality type, gender, marital status, and employment status. Subjects consisted of undergraduate college students (N = 115). Traditional students (n = 53) were 18 to 22 years old; and nontraditional students (n = 62) were adults at least 29 years old. The instruments used were Kolb's Learning Style Inventory (LSI) and the Myers-Briggs Type Indicator (MBTI). Results were reported using Multiple Linear Regression at the.05 level of significance which indicated that student classification was not significantly related to learning style and personality type. On the LSI, the majority of students were Divergers (58.5% traditional and 48.4% nontraditional students) and Accommodators (18.9% traditional and 22.6% nontraditional students). On the MBTI, the two groups were equally divided among the four type categories. Implications and recommendations of this study may influence teaching and learning strategies. Knowledge of learning styles may result in more effective learning techniques and more appropriate instruction.