The relationship of personality type and learning style to learner satisfaction with various types of learning activities associated with prenatal childbirth education courses

Abstract

This study investigated the relationships of personality type and learning style of prenatal couples to satisfaction with various learning activities in childbirth education classes. Participating in the study were 39 married couples (n = 78) who attended childbirth education classes offered on a fee basis. Personality types were measured by the Myers-Briggs Personality Type Indicator (MBTI). Learning styles were measured by the Canfield Learning Style Inventory (CLSI). Learner satisfaction was indicated by the course evaluations. Couples' demographic information was also collected. Analysis of variance was used to examine the relationship of personality type to learner satisfaction, learning style to learner satisfaction, and the interaction of personality type, learning style, and learner satisfaction. The Pearson r was used to examine the relationship between personality type and learning style. Analysis of the data showed no statistically significant relationships among personality type, learning style, and learner satisfaction; therefore the four null hypotheses were not rejected. The data did reveal small exceptions to the hypotheses, indicating need for further investigation. Thinking subjects were less satisfied with the physical environment than were feeling subjects. Low satisfaction with the physical environment appeared linked to low self expectations and low Authority and Organization on the CLSI. Overall satisfaction with the classes, needs fulfillment, and self-confidence were not significantly related to the CLSI. Personality type and learning style were not significantly related. The four scales of the MBTI, Authority and Expectancy A of the CLSI, and satisfaction with the physical and psychological environment may possess some interactive qualities. Also, the JP scale did not relate as strongly as the other scales of the MBTI. This study advances the adult education knowledge base of personality types and learning styles by examining learner satisfaction in a specific adult learning situation. The failure of type and style to produce any significant differences on satisfaction could indicate that simple measurement of these qualities is inadequate. To affect satisfaction, students may need information about their style and type and how to use these characteristics to their best advantage. Learner satisfaction remains an ethereal quality in need of research to create an operational definition.