Problem-based learning in university education: do psychological preferences make a difference?
by Laura Eräpuro-Piila; Miia Haka; Perttu Dietrich; Jaakko Kujala
International Journal of Management in Education (IJMIE), Vol. 8, No. 2, 2014

Abstract: Problem-based learning method is widely used in different levels of education. In this article, we examine what is the role of psychological traits in problem-based learning. In the measurement of personality we used a questionnaire based on the Myers Briggs Type Indicator (MBTI) framework. MBTI framework consists of four dichotomous types that differentiate between how individuals mix with others on a social basis (extroversion vs. introversion), how individuals search out information (practical vs. creative), how individuals make decisions (analytical vs. beliefs), and how individuals relate to the environment (structured vs. flexible). We have analysed data on psychological characteristics and learning performance measures of 179 master level university students who participated a course in which problem-based learning approach was used as a principal pedagogical method. Results show that females perform better than males, but when analysing psychological characteristics statistically significant differences were not found. Still it can be said that structured students had somewhat better grades than the flexible ones.

Online publication date: Sat, 31-May-2014

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