Student Learning Styles And Performance In An Introductory Finance Class

Abstract

Many academic disciplines have examined the role that variation in Jungian personality types plays in the academic performance of college students. Different personality types tend to have different learning styles, which in turn influence student performance in a variety of college courses. To measure the impact of learning styles on student performance in the introductory finance course, we administered an online Myers-Briggs Type Indicator (MBTI) test to students and then used regression analysis to measure the effects of different learning styles on course performance. We found several significant effects, which have implications for the teaching of introductory finance.