The effect of a matched-mismatched instructional preference program on fostering psychological type development among elementary education majors / by Patrick A. Lennon.
| Author/creator | Lennon, Patrick A. author. |
| Other author | Melear, Claudia T., degree supervisor. |
| Other author | East Carolina University. Department of Science Education. |
| Format | Theses and dissertations |
| Production | 1990. |
| Description | viii, 75 leaves : illustrations ; 28 cm |
| Supplemental Content | Access via ScholarShip |
| Subjects |
| Summary | In an attempt to determine the effect of a matched-mismatched program on fostering psychological (MBTI) type development in a relatively homogeneous class (49% Sensing/Feeling functional combination), a program was designed to match and mismatch the instructional preferences of elementary education majors, predominantly of the SF functional combination, while teaching science content. An MBTI pretest was administered to the treatment group (n=38) and the control group (n=26). The matched-mismatched program was administered to the treatment group over a nine week period, at the end of which both the treatment and control groups were administered an MBTI posttest. Changes in MBTI outcomes and scale scores were examined to determine the effects of the matched-mismatched program on psychological type development. The matched-mismatched program facilitated an increase in the preference for the dominant function of those elementary education majors whose dominant function was clearly decided (by a scale score of 10 or above for the dominant function as well as the extraversion/introversion and judging/perceiving attitudes) at the MBTI pretest (p < .04), thus fostering psychological type development. The Myers-Briggs Type Indicator (MBTI) frequency distribution of elementary education majors in biology (n=83) was compared to the MBTI frequency distribution of other biology non-majors (n=673) in a non-major biology course (Melear, 1989). Elementary education majors were found to be more homogeneous in regards to MBTI functional combinations, with over 53% of the sample being of the Sensing/Feeling (SF) type (p < .01). Elementary education majors also had a higher representation of Feeling (F) (p < .01) and Extraverted/Sensing (ES) (p < .05) individuals while other non-majors in biology had a higher representation of Thinking (T) (p < .01), Sensing/Thinking (ST) (p < .05), and Thinking/Perceiving (TP) (p < .05) individuals. |
| General note | Submitted to the faculty of the Department of Science Education. |
| General note | Advisor: Claudia T. Melear |
| Dissertation note | C.A.S. East Carolina University 1990 |
| Bibliography note | Includes bibliographical references (leaves 62-65). |
| Genre/form | Academic theses. |
| Genre/form | Academic theses. |
| Genre/form | Thèses et écrits académiques. |
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