The impact of personality characteristics (as measured by the Myers Briggs Type Indicator) and attitude upon learning by computer-assisted instruction was investigated. The population consisted of 79 upper-division students, male and female of varying ages, in a required orientation to teacher education of The University of West Florida. The students were divided into two groups--experimental and control. Pre and posts tests on metric measurements were administered. The experimental group also received a computerized treatment of the metric system developed by Hartley Courseware, Inc., and pre and post attitude tests. A six-week, time-lapse post test was also administered to the experimental group to ascertain affects of personality and attitude on retention. While the results indicated that students do learn by computer, there was no significant difference between each of the four personality classifications and achievement or retention. Nor was there any significant difference between each of the four personality classifications and attitude. Thus, in this study, neither personality characteristics nor attitude affected learning by computer. All statistical tests were conducted at the .05 level of significance. / Source: Dissertation Abstracts International, Volume: 47-03, Section: A, page: 0801. / Thesis (Educat.D.)--The Florida State University, 1986.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_75788 |
| Contributors | HOWARD, MARCIA JANE ROBERTS., Florida State University |
| Source Sets | Florida State University |
| Detected Language | English |
| Type | Text |
| Format | 105 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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