LEARNING STYLE AND PERSONALITY TYPE PREFERENCES OF COMMUNITY DEVELOPMENT EXTENSION EDUCATORS

Abstract

Learning style and personality type preferences of community development extension educators were measured using Witkin’s Group Embedded Figures Test (GEFT) and Hogan and Champagne’s Personal Style Inventory (PSI), respectively. GEFT scores were examined in relation to PSI scores. Both measures were examined in relation to age, gender and academic background. More than 56% of the community development extension educators involved in this study favored a field dependent learning style. Females were more field dependent. Subjects with academic backgrounds in the physical sciences were more field independent. Males were more than three times more likely to prefer gathering information using their senses (sensing) than females. Twice the number of female subjects preferred gathering information through use of their unconscious (intuition) over males. Males preferred reacting to information with logic (thinking). Females preferred reacting to information with personal reflection and consideration for others (feeling). There was a negligible level of association between learning style and personality type subscales.