Matching Testing Strategy With Student Personality In A Historically Black University

Abstract

Most instructors believe that if students know the material that is taught, their knowledge will manifest by successful performance on any type of examination question that instructors devise.  The issue that is now evolving is whether or not instructors can alter teaching and testing strategies to bring about an optimal learning environment.  More particularly, this study represents an attempt to correlate students’ learning style preferences to performance on four types of examination questions. The results reported in this study shows that intuitive and thinking students do not perform well on open-ended quantitative test.  Moreover, intuitive students are not very good when it comes to multiple-choice quantitative test.  Finally, feeling, sensing, and thinking students perform better on multiple-choice theory tests.