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Chen, "Assessment of Taiwanese business students' learning styles using the Myers-Briggs Type Indicator," 2005

USC dissertation in Education.
August 21, 2009

Pei-Shih Chen, Ed.D

Abstract (Summary)

The purpose of this study was to explore Taiwanese business students' learning style in an institute of technology using the Chinese version Form G of the Myers-Briggs Type Indicator (MBTI). MBTI is the instrument measuring learning preferences in four dichotomous scales of Jungian theory: extraversion/introversion; sensing/intuition; thinking/feeling; and judging/perceiving. The combination of four dichotomous scales result in 16 types.

The study sample consisted of 400 business students: 123 male students and 277 female students. Of this initial sample, 134 Management Information System (MIS) students, 130 International Trade students, 67 Banking and Risk Management students, and 69 Applied Foreign Languages students. Of these students, 387 returned a complete questionnaire, yielding a participation rate of 89%. Analyses of data revealed that the most common learning style was ISTJ, a combination of introversion, sensing, thinking, and judging among Taiwanese business students.

There were significant differences in the learning styles of 16 types found in father's educational level, but not in the mother's educational level. No significant relationships were found between learning style of 16 types and such variables as gender, age, majors, and academic degree programs. In this study, academic performance measured by grade point average were significantly related to learning style of 16 types ( p = .003). However, another academic performance factor, college entrance exam, was not significant relationship to the 16 learning style types. A large sample is recommended for further research.

Advisor: Sundt, Melora Ann