The relationship between personality type and learning style: A study of automotive technology students

Research has suggested that teachers tend to teach the way they were taught (Gardner, 1999; Jonassen, 1981). A finding such as this presents a problem that requires attention since everyone learns differently. In an effort to provide career and technical education (CTE) professionals with additional insight on how to better meet the individual educational needs of the learner, this study first sought to identify the predominant personality type of postsecondary automotive technology students and second examined whether there was a relationship between the participant's predominant personality type and learning style. The findings suggested that the majority of participants had a predominant Realistic personality classification. Additional analysis revealed a relationship between personality and learning style in participants with both a Realistic and Accommodating classification.