In partial fulfillment of the requirement for the degree of masters of arts in psychology
| dc.contributor.advisor | Feyissa, Tiye(Ato) | |
| dc.contributor.author | Degebass, Assefa | |
| dc.date.accessioned | 2018-07-04T07:13:41Z | |
| dc.date.accessioned | 2023-11-10T12:26:01Z | |
| dc.date.available | 2018-07-04T07:13:41Z | |
| dc.date.available | 2023-11-10T12:26:01Z | |
| dc.date.issued | 2005-06 | |
| dc.description.abstract | Different research outcomes indicate that personality types and learning styles playa role in determining students' academic success. Therefore, the present study was aimed at the investigation of the effects of some personality type and learning styles on college students' academic success. More specifically, the major concern of this study was to examine the relationship between: i . Personality types and academic success, ii . learning styles and personality types, and iii . learning styles and streams. Moreol/er, it also tries to identify whether there is the most preferred learning style at college level and whether there is significant 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 learning styles were obtained from personality types and learning styles self-reported questionnaires administrative to these subjects. College record officers 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 reflective learning style preference; and significant relationship between pragmatist learning style and natural science stream. The result obtained using percentage to differentiate the most preferable learning style at college level showed reflective learning style as the most preferred, while activist was identified 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 reveale;lno 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 learning style preferences among learners; so that they appreciate these diversity and use while teaching to benefit all type of learners . | en_US |
| dc.identifier.uri | http://etd.aau.edu.et/handle/12345678/6168 | |
| dc.language.iso | en | en_US |
| dc.publisher | Addis Ababa Universty | en_US |
| dc.subject | Education | en_US |
| dc.title | In partial fulfillment of the requirement for the degree of masters of arts in psychology | en_US |
| dc.type | Thesis | en_US |