Student Preferences and Performance in Online and Face-to-Face Classes Using Myers-Briggs Indicator: A Longitudinal Quasi-Experimental Study

Seta Boghikian-Whitby, Yehia Mortagy
Issues in Informing Science and Information Technology  •  Volume 13  •  2016  •  pp. 089-109
This longitudinal, quasi-experimental study investigated students’ cognitive personality type using the Myers-Briggs personality Type Indicator (MBTI) in Internet-based Online and Face-to-Face (F2F) modalities. A total of 1154 students enrolled in 28 Online and 32 F2F sections taught concurrently over a period of fourteen years. The study measured whether the sample is similar to the national average percentage frequency of all 16 different personality types; whether specific personality type students preferred a specific modality of instructions and if this preference changed over time; whether learning occurred in both class modalities; and whether specific personality type students learned more from a specific modality. Data was analyzed using regression, t-test, frequency, and Chi-Squared. The study concluded that data used in the study was similar to the national statistics; that no major differences in preference occurred over time; and that learning did occur in all modalities, with more statistically significant learning found in the Online modality versus F2F for Sensing, Thinking, and Perceiving types. Finally, Sensing and Thinking (ST) and Sensing and Perceiving (SP) group types learned significantly more in Online modality versus F2F.
Online learning, Distance Education, Face to face (F2F), Myers Briggs (MBTI), Longi-tudinal, Learning Style.
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