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Cooperative learning and personality types

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  • Emerson, Tisha L.N.
  • English, Linda
  • McGoldrick, KimMarie

Abstract

We examine whether student personality type helps explain differences in students’ course perceptions across sections that varied only in the usage of cooperative learning. We use the Myers Briggs Type Indicator to classify students based on their preferred ways to take in information. We then compare the perceptions of students engaged in cooperative learning with perceptions of students engaged in independent problem-solving for each personality type. Despite the less positive impression of some personality types regarding cooperative learning activities, we find that these activities facilitated increased interaction among certain types of students who might not otherwise interact with classmates.

Suggested Citation

  • Emerson, Tisha L.N. & English, Linda & McGoldrick, KimMarie, 2016. "Cooperative learning and personality types," International Review of Economics Education, Elsevier, vol. 21(C), pages 21-29.
    • Handle: RePEc:eee:ireced:v:21:y:2016:i:c:p:21-29
    DOI: 10.1016/j.iree.2015.12.003
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    References listed on IDEAS

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    1. Steven Yamarik, 2007. "Does Cooperative Learning Improve Student Learning Outcomes?," The Journal of Economic Education, Taylor & Francis Journals, vol. 38(3), pages 259-277, July.
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    Cited by:

    1. Angeliki Antoniou, 2019. "Compatibility of Small Team Personalities in Computer-Based Tasks," Challenges, MDPI, vol. 10(1), pages 1-12, May.
    2. repec:eee:ireced:v:31:y:2019:i:c:p:- is not listed on IDEAS

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    More about this item

    Keywords

    Economics education; Cooperative learning; Pedagogy; Personality type;
    All these keywords.

    JEL classification:

    • A2 - General Economics and Teaching - - Economic Education and Teaching of Economics

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