Effects of Personality Traits and Kolb Learning Styles on Learning Outcomes in a Blended Learning Environment

Abstract

This study explored the effects of personality traits (Big Five personalities) and Kolb’s learning styles on academic achievements in a blended learning environment. A total of 200 students who enrolled in a blended communication course were administered questionnaires that assessed the Big Five personality traits and Kolb’s learning styles. The learning outcomes (the course grades) were attributable to the two of the Big Five personality traits: extraversion and conscientiousness. Learning styles did not have an effect on learning outcomes in this study. Further, there were relationships between the Big Five personality and learning styles. That is, Divergers and Accommodators tended to be more conscientiousness than Convergers and Assimilators. Assimilators and Divergers were more inclined to be extraverted than Convergers and Accommodators.