Some Evidence on the Interaction Between Teaching Strategy and Personality

S ummary . The investigation was concerned with possible interactions between teaching strategy and personality differences among children learning mathematics in the early years of secondary school. Part of a text in extensive current classroom use was the basis of learning material structured so that the effect of giving rules before or after examples could be revealed. Throughout the experiment introverts were superior in performance when rules were presented before examples and extraverts were superior when rules were presented after examples. This interaction was significant for all three dependent variables of ‘original’ learning, ‘retention’ and ‘transfer.’ When two levels of anxiety and two levels of intelligence were examined separately a similar treatments x extraversion interaction appeared within every analysis, whatever the dependent variable, reaching significance in several instances

Anxiety · Big Five personality traits · Cognitive psychology · Developmental psychology · Extraversion and introversion · Mathematics education · Personality · Education and Technology Integration · Psychology · Social Psychology