Teaching Method and Psychological Type in Bibliographic Instruction: Effect on Student Learning and Confidence.

Abstract

particular psychological type (and thus a preferred learning style) learn more with one teaching method than another? To investigate these questions, we designed a study involving students enrolled in twelve sections of the University of Idaho freshman composition course. Six of the sections were taught basic library skills using a small-group, active-learning method. Preand posttests of knowledge and confidence in using the library were administered to students in the twelve sections. The Keirsey Temperament Sorter, a seventy-item test identifying four pairs of Jungian psychological indicators, was administered to predict students' learning styles. While students' test scores and confidence levels increased after

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