The Study of Learning Effectiveness of Participation in Mixed curriculum for Students with Different Personality Traits

• Main Authors: CHUNG, CHUN-LIN, 鍾俊玲
• Other Authors: WANG, MU-SHUN
• Format: Others
• Language: zh-TW
• Published: 2019
• Online Access: http://ndltd.ncl.edu.tw/handle/4z8ymu

碩士 === 開南大學 === 商學院碩士在職專班 === 107 === Following related literature, this study explores the learning effectiveness of participation in mixed curriculum for students with different personality traits. From this framework we can further understand why student personality traits are important in mixed curriculum design. This study further examines whether differences in student personality traits will affect student learning effectiveness. Past important discoveries regarding personality traits show that different personality trait is an important factor in student career development and learning effectiveness. Targeting middle school students, we received 94 valid questionnaires. After empirical analysis of questionnaires, we find that： 1. Student personality traits and learning effectiveness parameters meet high reliability criteria. 2. There is a positive correlation between student personality trait and learning effectiveness. 3. External locus of control personality traits have significant effect on learning effectiveness, supporting H1-b hypothesis. 4. Age parameters have significant difference on views regarding student personality trait and learning effectiveness. 5. Gender, Parent occupation and family monthly income parameters have no significant difference on views regarding student personality trait and learning effectiveness.