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The Influence of Different Personality Traits on Learning Achievement in Three Learning Situations

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Blended Learning. New Challenges and Innovative Practices (ICBL 2017)

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Abstract

In order to explore the relationships among learning achievement, personality characteristics and learning context, and to test what kind of personality characteristics are suitable for what kind of learning situation, an experimental study was conducted on 45 college students (24 women, 21 men) in China. Participants were randomly assigned to 6 days of instruction in one of three learning situations: traditional classroom, online learning, and flipped classroom (blended learning). Personality was assessed in terms of the Big Five traits, and achievement scores reflected learning of the course material. Results showed that (1) There were no significant differences in the influence of the three learning situations on learning achievement; (2) Among the Big Five personality traits, Conscientiousness had a significant impact on learners’ academic performance, and positively predicted learning achievement; (3) There was a significant interaction between Openness and learning situation: students with high Openness showed the best performance in the online learning situation, and did worst in the traditional classroom; students with moderate Openness did best in the flipped classroom. The results of this study suggest that in the process of personalized education, we should attach importance to the matching of learning situation and individual differences. This may be especially true in online learning and flipped classroom environments, in order to optimize the learning effect in learners with different personality characteristics.

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Acknowledgements

This research is supported by the Research Program Funds of the Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University (2016-04-013-BZK01), (2016-04-003-BZK01) and Financially supported by self-determined research funds of CCNU from the colleges’ basic research and operation of MOE (CCNU15A05047).

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Authors and Affiliations

  1. National Engineering Research Center for E-Learning, Central China Normal University, Wuhan, 430079, China

    Lu Wang

  2. School of Psychology, Central China Normal University, Wuhan, 430079, China

    Yuan Tian, Yuju Lei & Zongkui Zhou

Authors
  1. Lu Wang
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  2. Yuan Tian
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  3. Yuju Lei
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  4. Zongkui Zhou
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Corresponding author

Correspondence to Zongkui Zhou .

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Editors and Affiliations

  1. The Open University of Hong Kong , Hong Kong, Hong Kong

    Simon K.S. Cheung

  2. City University of Hong Kong , Hong Kong, China

    Lam-for Kwok

  3. Hong Kong Shue Yan University , Hong Kong, Hong Kong

    Will W.K. Ma

  4. The Open University of Hong Kong , Hong Kong, Hong Kong

    Lap-Kei Lee

  5. State University of New York at Oswego , Oswego, New York, USA

    Harrison Yang

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Wang, L., Tian, Y., Lei, Y., Zhou, Z. (2017). The Influence of Different Personality Traits on Learning Achievement in Three Learning Situations. In: Cheung, S., Kwok, Lf., Ma, W., Lee, LK., Yang, H. (eds) Blended Learning. New Challenges and Innovative Practices. ICBL 2017. Lecture Notes in Computer Science(), vol 10309. Springer, Cham. https://doi.org/10.1007/978-3-319-59360-9_42

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  • DOI: https://doi.org/10.1007/978-3-319-59360-9_42

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-59359-3

  • Online ISBN: 978-3-319-59360-9

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