|Title:||Relationship Among Personality Type, Learning Style And Academic Success Of College Students In Oromiya Region|
|???metadata.dc.contributor.*???:||Tiye Feyissa, (At0)|
|Keywords:||styles play a role in determining students'|
|Publisher:||Addis Ababa University|
|Abstract:||Different research outcomes indicate that personality types and learning styles play a role in determining students' academic success. Therefore, the present study was aimed at the investigation of the eﬁects of some personality type and learning styles on college students' academic success. More specifically, the major concern of this study was to examíne the relationship between: i. Personality types and academic success, ii . leaming styles and personality types, and m . learning styles and streams. Moreover, it also tries to identify whether there is the most preferred leaming style at college level and whether there is signiﬂcant difference among learning styles. For the study three hundred twenty nine second year college students were randomly selected from three educational colleges of Oromiya region. Data on personality types and leaming styles were obtained from personality types and leaming styles self-reported questionnaires administrative to these subjects. College record oﬁicers were consulted to get data concerning academic success of students. Data were analyzed using Pearson product moment correlation, one-way analysis of variance and percentage. Then, the result of the statistical analysis obtained through correlation displayed non-significant relationship between personality types and academic success, significant relationship between introverted personality type and reﬂectiue leaming style preference,' and significant relationship between pragmatist leaming style and natural science stream. The result obtained using percentage to diﬂferentiate the most preferable learning style at college level showed reﬂective learning style as the most preferred, while activist wasidentified as the least of all. One-way ANOVA was computed to see whether there is significant difference on student's academic performance and learning styles. But the result revealeflno significant difference among learning styles. ' It was concluded that personality types and learning styles alone may not significantly inﬂuence students' academic success at college level. Concerning learning style though there are differences in preference, it was also concluded that all types of learning styles have their own values and are worthy for academic success. Finally, it was suggested that teachers should have an awareness of the existence of diverse leaming style preferences among learners; so that they appreciate these diversity and use while teaching to benefit all type of leamers.|
|Appears in Collections:||Thesis - Educational Psychology|
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