Title

A Study of Learning Styles as Indicators of Success for Online Mathematics Students in Texas Institutions of Higher Learning

Date of Degree

5-2005

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Program

Education

Advisor

Judith Beauford

Advisor

Robert Connelly

Advisor

Susan Hall

Abstract

This study examined a possible relationship between student learning styles or psychological types and achievement in an online college algebra course. Because distance education, and in particular, Internet instruction, has recently become a significant part of national education, research is necessary regarding issues relevant to online education. This study examined a possible relationship between student learning styles or psychological types and achievement in an online college algebra course. By classifying each subject, an online college algebra student from a Texas institution of higher learning, as SJ-Sensing and Judging (Guardians), NF- Intuition and Feeling (Idealists), SP- Sensing and Perceiving (Artisans), or NT- Intuition and Thinking (Rationals) according to the Keirsey Temperament Sorter (Keirsey, 1987a), and then obtaining final grades in the online college algebra course for each of these students, the researcher attempted to statistically establish whether a relationship existed between learning styles and success in online college algebra courses, and the researcher attempted to predict a student’s likelihood for success in an online college algebra course based on his/her learning style or to establish that it may not be reasonable to relate the likelihood for success and learning style. Additionally, percentages of the population of the four temperaments in the general population were compared to corresponding representations of students enrolled in online algebra courses. Results were based on the participation of 153 post secondary students enrolled in online sections of College Algebra at Texas institutions. It was established that personality types were not represented in online College Algebra in the same proportions for which they occur in the general population. It was also shown that statistically significant differences in achievement exist for different personality types.

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