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SOME EVIDENCE ON THE INTERACTION BETWEEN TEACHING STRATEGY AND PERSONALITY
Author(s) -
TROWN E. ANNE
Publication year - 1970
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1970.tb02120.x
Subject(s) - extraversion and introversion , psychology , personality , developmental psychology , social psychology , anxiety , cognitive psychology , mathematics education , big five personality traits , psychiatry
S ummary . The investigation was concerned with possible interactions between teaching strategy and personality differences among children learning mathematics in the early years of secondary school. Part of a text in extensive current classroom use was the basis of learning material structured so that the effect of giving rules before or after examples could be revealed. Throughout the experiment introverts were superior in performance when rules were presented before examples and extraverts were superior when rules were presented after examples. This interaction was significant for all three dependent variables of ‘original’ learning, ‘retention’ and ‘transfer.’ When two levels of anxiety and two levels of intelligence were examined separately a similar treatments x extraversion interaction appeared within every analysis, whatever the dependent variable, reaching significance in several instances.