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The effect of personality type of bilingual students on English reading performance in a computer-driven developmental reading laboratory: Implications for educational leaders
Bibliografi
Author:
Pfister, Alexa A.
;
Craig, Robert
(Advisor)
Topik:
EDUCATION
;
ADMINISTRATION|EDUCATION
;
BILINGUAL AND MULTICULTURAL|EDUCATION
;
HIGHER
Bahasa:
(EN )
ISBN:
0-599-69720-2
Penerbit:
University of Houston
Tahun Terbit:
2000
Jenis:
Theses - Dissertation
Fulltext:
9965204.pdf
(0.0B;
6 download
)
Abstract
This study examined the effect of personality type on reading performance of bilingual (English/Spanish) students (n = 528) enrolled in a computer driven instruction (CDI) developmental reading laboratory at a South Texas college. Six null hypotheses were tested to answer the research questions. The dependent variables were: reading test total scores, literal types of reading comprehension sub test items, and interpretive types of reading comprehension sub test items (as measured by the Nelson-Denny Reading Test, Form F), and dropout status (as measured by reading laboratory records). The independent variables were personality type preferences based on the four dichotomous scales of Extroversion/Introversion (E/I), Sensing/Intuition (S/N), Thinking/Feeling (T/F), and Judging/Perceiving (J/P) measured by the Myers-Briggs Type Inventory (MBTI) and combinations thereof for function and temperament. Factorial analysis of variance, Oneway ANOVA and Pearson Chi-Square analyses were used to analyze the data. H
o
1
H
o
2
, H
o
3
, H
o
4
and H
o
5
were rejected; H
o
6
was not rejected. Statistically significant differences were found for the following: Extroverted (E) students achieved higher reading scores than Introverted (I) students; EP students scored higher on interpretive comprehension items than EJ, IJ, and IP students; students with NT function dropped at a higher rate than both ST and SF. No significant difference in dropout status was found for temperament. The post hoc question measuring satisfaction with mode of instruction did not provide sufficient evidence to be conclusive. This study supports Oxford and Nuby's (1998) proposal that “targeted variety” be used to establish learning activities for all types and suggests that type awareness of differences in personality type is necessary for leaders to design educational programs to meet the needs of all students.
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