PERSONALITY TYPE PREFERENCES OF THE ADULT BASIC EDUCATION AND HIGH SCHOOL EQUIVALENCY STUDENT IN SOUTHWEST IOWA AND IMPLICATIONS FOR THE SELECTION OF APPROPRIATE TEACHING METHODS AND TECHNIQUES

Sep 17, 2026

This study investigates differences in personality among adult basic education students and the general population, and compares adult basic education students with one another by reading ability, gender, reason for returning to school, referral source, reason for leaving formal schooling, age, and preferred method of instruction. Fifty-eight students enrolled in an adult learning center completed the MBTI and a demographic questionnaire. SPSS was used for analysis, and results indicate similar characteristics to at-risk youth, with more introverts and perceptives, especially ISPs, and no significant demographic differences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages107

Reading Time4 h 30 min

AccessFree to download

Table of Contents

List of Tables

Chapter I. Introduction

Background of the Problem

Statement of Problem

Statement of Purpose and Objectives

Significance of the Study

Limitations of Study

Definition of Terms

Chapter II. Review of the Literature

Type Theory and Individual Differences

Characteristics of Type/Temperament

Type in Education

Learning Styles

Adult Basic Education Overview

The GED Program

Adult Basic Education Student Profile

Student Participation

Current Adult Basic Education Assessment

Assumptions

Chapter III. Design of the Study

Introduction

Research Hypothesis

Subjects

Instrumentation

Preparation of the Demographic Instrument

Collection of Data

Analysis of Data

Chapter IV. Analysis of the Data

Introduction and Organizational Statements

Survey Demographics

Findings Related to the Question

Summary of Tables

Chapter V. Summary, Conclusions, Discussion, and Recommendations

Introduction

Summary of Findings

Recommendations

Suggestions for Future Studies

Conclusions

References

Appendix

PERSONALITY TYPE PREFERENCES OFTHE ADULT BASIC EDUCATION AND HIGHSCHOOL EQUIVALENCY STUDENT IN SOUTHWESTIOWA AND IMPLICATIONS FOR THE SELECTIONOF APPROPRIATE TEACHING METHODS AND TECHNIQUES A ThesisPresented toThe School of EducationDrake University In Partial Fulfillmentof the Requirements for the DegreeSpecialist in Education by Marie E.Elkin August 1991 PERSONALITY TYPE PREFERENCES OF// THE ADULT BASIC EDUCATION AND HIGHSCHOOL EQUIVALENCY STUDENT IN SOUTHWESTIOWA AND IMPLICATIONS FOR THE SELECTIONOF APPROPRIATE TEACHING METHODS AND TECHNIQUES by Marie E.Elkin Approved by Committee: Charles DF.Charles Greenwood,Chair James L.RomigDean of the School of Education LOCKERI99.E522.2 ACA 49104 PERSONALITY TYPE PREFERENCES OFTHE ADULT BASIC EDUCATION AND HIGHSCHOOL EQUIVALENCY STUDENT IN SOUTHWESTIOWA AND IMPLICATIONS FOR THE SELECTIONOF APPROPRIATE TEACHING METHODS AND TECHNIQUES An abstract of a Thesis byMarie E.ElkinAugust 1991Drake UniversityAdvisor: Dr.Charles Greenwood This study investigates the differences in personality ofadult basic education students and the general popula-tion. It also compares these students to each other inrelation to reading ability,gender,reason for returningto school,referral source,reason for leaving formal schooling,age,and preferred method of instruction. Fifty-eight adult basic education students enrolled in an adultlearning center were given the MBTI and a demographic ques-tionnaire. The Statistical Package for Social Sciences(SPSSX)was utilized. The findings indicated that thesestudents have similar characteristics to those in studiesconducted with at risk youth. There are a larger percentageof introverts and perceptives than found in the generalpopulation with the greatest number being ISPs.There were,however,no significant differences found in the demographiccomparison. This information concludes that a variety ofinstructional methods are needed in order to create suc-cessful outcomes。 3论 TABLE OF CONTENTS LIST OF TABLES .····............... 6Page Chapter I. INTRODUCTION .................. 9Background of the Problem ............ 9Statement of Problem ··............ 12Statement of Purpose and Objectives ....... 13Significance of the Study............ 14Limitations of Study .............. 15Definition of Terms ............... 16II. REVIEW OF THE LITERATURE ............ 21Type Theory and Individual Differences .....21Characteristics of Type/Temperament .......23Type in Education ......·.........28Learning Styles .................30Adult Basic Education Overview .........36The GED Program .·...............38Adult Basic Education Student Profile. .....40Student Participation .·...···.··.·.42Current Adult Basic Education Assessment .. . .43Assumptions ..............·..·. 45III. DESIGN OF THE STUDY.....·.......·. 47Introduction ················· 47Research Hypothesis .·············· 47Subjects ··················· 49Instrumentation .················ 49Preparation of the Demographic Instrument ···· 51Collection of Data .·············· 52Analysis of Data ················ 53IV.ANALYSIS OF THE DATA .........··.·. 54Introduction and Organizational Statements.·· 54Survey Demographics ...············ 54 Findings Related to the Question …………………………………………58 58 Question 1……………………………………………………………………………………58 Question 2 .· ······ ·· ………………………………………62 Question 3 . ·.· ·... .. ……………………………………64 Question 4 ………………………………………………………………………………………………67 Question 5 .... …………………………………………………………………………70 Question 6 . ....... ………………………………………………73 Question 7 . …………………………………………………………………………………………76 Question 8 . …………………………………………………………………………………………79 Summary of Tables ……………………………………………………………………………………82 V. SUMMARY, CONCLUSIONS,DISCUSSION,AND RECOMMENDATIONS ... ..... .. …………………………………83 Introduction………………………………………………………………………………………83 Summary of Findings ……………………………………………………………………………………83 Recommendations……

FAQs

What personality framework does the study use to assess adult basic education students?

The study uses the MBTI (Myers-Briggs Type Indicator) to assess personality type preferences. It is administered along with a demographic questionnaire.

Which variables are compared across students and against the general population?

Comparisons include reading ability, gender, reason for returning to school, referral source, reason for leaving formal schooling, age, and preferred method of instruction.

What are the main findings about the students’ personality distribution?

The findings show the students have characteristics similar to studies of at-risk youth, with a larger percentage of introverts and perceptives, and the greatest number being ISPs.

Sep 17, 2026

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