The Relationship between Personality Type and Learning Achievement among Advertising Students at Assumption University of Thailand

Abstract

There have been several studies focusing on the relationship between personality and learning. However, there have been no studies which have looked specifically at the relationship between personality types (introversion and extraversion) and learning achievement in Thailand. This research sought to redress that lack. As well, although it is likely that personality differences affect learning achievement among individuals, it is also worth investigating whether personality differences interact with differences in course type (lecture-based or practice-based) to produce different learning outcomes. Therefore, the researcher examined the relationship between personality types and learning achievement in lecture-based and practice-based courses by using Jung’s personality type theory as a framework. The surveys were distributed to 107 fourth year students in the Department of Advertising, Albert Laurence School of Communication Arts, and Assumption University of Thailand. The researcher used descriptive analysis to gather data about the personality types and learning achievement in different types of courses. Correlational analysis was then used to investigate possible the relationships among the variables. The analysis revealed that none of the research sample was introverted. In terms of learning achievement, all courses were in a similar grade range and there was no significant relationship between the personality types (either introverted or extraverted) and learning achievement in the two different types of courses (lecture-based and practice-based).