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dc.contributor.advisorKariuki, Patrick
dc.contributor.authorPreudhomme, Melissa
dc.descriptionMaster of Education (M.Ed.) Thesis
dc.description.abstractThe purpose of this research was to determine the effects of teaching using personality trait grouping and traditional grouping on students’ perceptions of the classroom environment. The sample consisted of 16 fifth grade students from an elementary school in Elizabethton, Tennessee. Ten of the students were girls and 6 were boys. Fifteen of the students were Caucasian and one student was Biracial. Of the sample of the sixteen students, 7 were identified as having predominantly introverted personality traits and were the focus of the study. Data were collected using an International Personality Item Pool assessment, a Likert survey, and scores collected from assessments during personality trait and traditional groupings. Data were analyzed using paired samples t-tests. The results indicated no significant difference between the mean scores when students were taught using personality grouping and when taught using mixed grouping. Similarly, there was no significant difference in perceptions of the classroom environment when students were taught using personality trait grouping and traditional grouping. The results suggest further research is needed on this topic.en_US
dc.subject5th gradeen_US
dc.subjectElementary schoolen_US
dc.subjectElizabethton, TNen_US
dc.subjectMaster of Education (M.Ed.) Thesis
dc.titleThe Effects of Teaching Using Personality Grouping and Traditional Grouping on Students’ Perception of the Classroom Environmenten_US

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