Andrews University Digital Commons @ Andrews University Master's Theses Graduate Research 1984 An Investigation of the Relationship Between Learning-style and Temperament of Senior Highschool Students in the Bahamas and Jamaica Owen Anthony Roberts Andrews University This research is a product of the graduate program in Educational Psychology MA at Andrews University. Find out more about the program. Follow this and additional works at: https://digitalcommons.andrews.edu/theses Recommended Citation Roberts, Owen Anthony, "An Investigation of the Relationship Between Learning-style and Temperament of Senior High-school Students in the Bahamas and Jamaica" (1984). Master's Theses. 22. https://digitalcommons.andrews.edu/theses/22 This Thesis is brought to you for free and open access by the Graduate Research at Digital Commons @ Andrews University. It has been accepted for inclusion in Master's Theses by an authorized administrator of Digital Commons @ Andrews University. For more information, please contact repository@andrews.edu.
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1 3 2 4 1 4 5 ROBERTS, OWEN ANTHONY AN INVESTIGATION OF THE RELATIONSHIP BETWEEN LEARNING STYLE AND TEMPERAMENT OF SENIOR HIGH-SCHOOL STUDENTS IN THE BAHAMAS AND JAMAICA ANDREWS UNIVERSITY M.A. 1984 University Microfiims International 300 N. Zeeb Road, Ann Arbor, M I 48106 Copyright 1585 by ROBERTS, OWEN ANTHONY All Rights Reserved
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Andrews U n iv e r s ity School o f G raduate S tu d ies AN INVESTIGATION OP THE RELATIONSHIP BETWEEN LEARNING-STYLE AND TEMPERAMENT OF SENIOR HIGH-SCHOOL STUDENTS IN THE BAHAMAS AND JAMAICA A Thesis P resented in P a r t i a l F u lf illm e n t o f the Requirem ents o f th e Degree M aster o f A rts by Owen Anthony Roberts August 1984
A 11 INVESTIGA.IION OF THE RELATIONSHIP BETWEEN LEARNING STYLE AND lemp23am2nt OF SENIOR oigk-schocl STUDENTS IN THE BAHAMAS AND JAMAICA A t h e s is p re s e n te d in p a r t i a l f u l f i l l m e n t o f the re q u ire m e n ts f o r th e d eg ree E a s te r o f A rts by Owen Anthony R o b e rts APPROVAL a I THE CCNHIITSE: J e ro n e 'p. ih a y e r, PaCJE., Chairman W ilfr e d F u tc h e r, P h.d. -Z 2 X t M m :S r ± - M a r io n 'J. M e rc h a n t, Ph.D. l? -<+ D ate ^approve i
Q Copyright by Owen A. Roberts A ll Rights Reserved
ABSTRACT AN INVESTIGATION OP THE RELATIONSHIP BETWEEN LEARNING-STYLE AND TEMPERAMENT OP SENIOR HIGH-SCHOOL STUDENTS IN THE BAHAMAS AND JAMAICA by Owen Anthony Roberts C hairm an: Jerome D. T h a ye r/ Ph.D.
ABSTRACT OP GRADUATE STUDENT RESEARCH T h esis Andrews U n iv e r s ity School o f Education T i t l e : INVESTIGATION OF THE RELATIONSHIP BETWEEN L EARNING-S TYLE AND TEMPERAMENT OF SENIOR HIGH-SCHOOL STUDENTS IN THE BAHAMAS AND JAMAICA Name o f re s e a rc h e r: Owen Anthony Roberts Name and degree o f f a c u lt y a d v is e r: Jerome D. T h a ye r/ Ph.D. D ate Com pleted: August 1984 Problem The purpose o f t h is stu d y was to d ete rm in e w h eth er s e n io r h ig h -s c h o o l s tu d e n ts ' temperaments a re co n sid ered a s ig n if ic a n t fa c to r which a f f e c t t h e i r l e a r n i n g - s t y l e. Mechod An e.:-p o s t fa c to re s e a rc h d esig n was used. Two s ta n d a rd iz e d in s tru m e n ts ( L e a rn in g S t y le and Temperament in v e n to r ie s ) were a d m in is te re d to a t o t a l o f 326 s e n io r h ig h -s c h o o l s tu d e n ts in th e Bahamas and J a m a ic a.
R e s u lts 1. S ig n if ic a n t c o r r e la tio n s were found between th e s c a le s o f th e L e a rn in g S t y le and Temperament in v e n t o r ie s. 2. Bach temperament type is c h a r a c te r iz e d by a l i n e a r com bination o f le a r n in g - s t y le v a r ia b le s. 3. D iffe r e n c e s e x i s t between (a ) males and fem ales on th e le a r n in g - s t y le v a r ia b le s / and (b) Bahamian and Jam aican s tu d e n ts on th e le a r n in g - s t y le and temperament v a r ia b le s. 4. A s ig n if ic a n t c a n o n ic a l c o r r e la t io n e x is t s between th e s c a le s o f Temperament and L e a rn in g S t y le in v e n t o r ie s. C onclusions 1. S tu den ts can i d e n t i f y t h e i r p r e fe r r e d s t y le o f le a r n in g. 2. S tu d e n ts ' le a r n in g - s t y le is a fu n c tio n o f t h e i r temperament ty p e. 3. Sex d i f f e r e n t i a t i o n should be c o n sid ered when a p p ly in g le a r n in g - s t y le s to in d iv id u a liz e d and group in s tr u e t io n s. 4. Demographic d iffe r e n c e s between the Bahamian and Jam aican s tu d e n ts c o n tr ib u te d to the d iffe r e n c e s in le a r n in g - s t y le s and tem peram ents.
TABLE OP CONTENTS L IS T OP F I G U R E S... v i i L IS T OP TABLES... v i i i ACKNOWLEDGEMENT... x C h a p te r I. IN T R O D U C T IO N... 1 S tatem en t o f th e Problem... 2 Purpose o f th e S t u d y... 3 Need o f th e Study... 3 Background o f th e P r o b le m... 6 Jam aica... 7 Bahamas... 11 M o d e l-b u ild in g S tatem en ts... 14 H y p o t h e s e s... 14 D e f in it io n o f O p e ra tio n a l Terms... 15 E m o tio n a lity (N e u ro tic is m )... 15 E x t r o v e r s io n /in tr o v e r s io n... 15 F i e l d Independence v ersu s F ie ld D e p e n d e n c e... 16 L e a r n in g -S ty le s... 16 S e n io r High S c h o o l... 17 Temperament... 17 D e lim it a t io n s o f th e S t u d y... 17 L im it a t io n s o f the S t u d y... 18 B a s ic Assumptions... 18 I I. REVIEW OF THE L IT E R A T U R E... 20 T h e o rie s and T h e o ris ts o f T e m p e ra m e n t... 21 Developm ent o f Temperament C o n s tru c t.... 22 The c o n c e p t i o n... 23 The b i r t h o f modern t h o u g h t s... 25 F a c to r a n a ly t ic c o n tr ib u tio n s... 27 S u m m a ry... 31 Review o f th e R e le v a n t Dimensions o f T e m p e r a m e n t... 31 E x t r o v e r s io n -In tr o v e r s io n... 32 E x tro v e rs io n and b e h a v i o r... 33 i i i
E x tro v e rs io n and a ro u s a l... 34 E x tro v e rs io n and le a r n in g... 36 E x t r o v e r s io n -in tr o v e r s io n and fie ld -d e p e n d e n c e /fie ld -in d e p e n d e n c e... 39 E d u c a tio n a l and V o c a tio n a l Achievements o f E x tro v e rts and I n t r o v e r t s... 40 Academic perform ance... 40 V o c a tio n a l p re fe re n c e s... 45 S u m m ary... 49 E m o tio n a lity (N e u ro tic is m )... 49 E m o tio n a lity and b e h a v io r... 50 E m o tio n a lity and a r o u s a l a b il i t y... 51 S um m ary... 52 T h e o rie s and T h e o ris ts o f L e a rn in g -S ty le.. 52 D ic tio n a r y D e f in it io n s... 53 The C o n tin e n ta l T r a d itio n... 56 The A nglo-a m erican T r a d itio n... 58 S y n th e tic Movements... 59 R e la te d Research on L e a rn in g -S ty le.... 62 E n viro n m e n ta l Elem ents... 67 S o u n d... 68 L i g h t... 69 T e m p e r a t u r e... 69 D e s i g n... 70 E m o tio n al Elem ents... 70 M o t iv a tio n / p e r s is te n c e / and r e s p o n s ib lit y... 70 S t r u c t u r e... 71 S o c io lo g ic a l Elem ents... 72 P h y s ic a l Elem ents... 73 P e rc e p tu a l s t r e n g t h s... 73 I n t a k e... 73 T i m e... 73 M o b i l i t y... 74 S u m m a ry... 74 I I I. METHODOLOGY... 76 A p p r o a c h... 76 R esearch D e s ig n... 78 V a r i a b l e s... 78 Dependent v a r ia b le... 78 In d ependent v a r ia b le... 78 M o d erato r v a r ia b le s....... 79 S e le c tio n o f S u b jec ts... 79 P o p u l a t i o n... 79 S a m p l e... 79 I n s t r u m e n t a t i o n... 82 R a tio n a le f o r th e Choice o f the I n s t r u n e n t s... 82 L e a r n in g -S ty le In v e n to ry... 85 R e l i a b i l i t y and v a l i d i t y... 87 iv
Temperament I n v e n t o r y... 97 F ie ld Procedures f o r C o lle c tin g Data.... 99 O b ta in in g P erm issio n and C o operation from th e M in is t r ie s o f Education in Jamaica and th e B a h a m a s... 99 O b ta in in g P erm issio n and C o operation o f P r in c ip a ls o f the Government High S chool3 S a m p l e d...100 O b ta in in g S p e c ia l Perm ission and C o o p eratio n from th e Independent S cho ols S a m p l e d...101 C o lle c tio n o f D a t a...101 M o d e l-b u ild in g S tatem ents... 102 H y p o t h e s e s...103 D ata A n a l y s i s...104 S u m m ary... 105 IV. PRESENTATION AND ANALYSIS OF D A T A...106 A n a ly s is o f Data and T e s tin g o f H ypothesis.. 107 Z e ro -o rd e r C o r r e la tio n... 107 "Best" Subset A l g o r i t h m...110 D e s c rip tio n o f a l l p o s s ib le subsets R e g re ss io n : "B est" subset com puter p r i n t o u t...110 Data A n a l y s i s... 110 P re s e n ta tio n o f "Best" Subset Models... I l l D iscussion and Summary... 114 Model 1...115 Model 2...116 Model 3...117 Model 4...117 D is c rim in a n t A n a l y s i s...118 H ypo th esis 1... 119 H ypoth esis 2... 120 H ypoth esis 3... 121 H ypothesis 4... 122 D iscussio n and S u m m a r y... 123 C ano n ical C o r r e la tio n... 125 H ypo th esis 5...12 5 P re s e n ta tio n o f R e s u lt o f C anonical C o r r e la tio n A n a ly s is and Hypothesis... 125 D iscu ssio n and Summary... 126 G en era l Summary... 128 V. SLMMARY, CONCLUSIONS/ AND RECOMMENDATIONS.... 129 S u m m ary...12 9 Purpose o f the S t u d y...129 The Review o f R e lated L it e r a t u r e and R e s e a r c h... 130 v
Research D esign/ P o p u la tio n / and I n s t r u n e n t a t i o n... 132 F in d in g s o f the S t u d y... 133 Z e r o -o r d e r c o r r e l a t i o n...133 "Best" subset a l g o r i t h m... 135 D is c rim in a n t a n a ly s is... 136 H yp o th esis 1...13 6 H yp o th esis 2...137 H ypo th esis 3...137 H yp o th esis 4...13 7 C a n o n ic al c o r r e la t io n... 138 H ypo th esis 5... 138 D is cu s s io n o f the f i n d i n g s...138 C o n c l u s i o n...143 I m p l i c a t i o n s...144 Recommendations... 144 APPENDIX A : P ercentage passes in the GCB O 'le v e l and th e CXC e x a m in a t io n s... 147 APPENDIX B : I l l u s t r a t i o n s o f th e o r g a n iz a tio n a l s tr u c tu r e o f the e d u c a tio n a l system s o f the Bahamas and J a m a i c a...150 APPENDIX C : Com parative i l l u s t r a t i o n o f le a r n in g - s t y le p a r a d i g m s...153 APPENDIX D : S ta n d a rd ize d in s tru m e n ts used in d a ta c o l l e c t i o n... 158 APPENDIX E : C o rre s p o n d e n c e...165 APPENDIX F : In t e r c o r r e la t io n m a trix... 178 B IB L IO G R A P H Y... 180 v i
L IS T OP FIGURES 1. R e la tio n s h ip between th e C la s s ic a l Four Temperaments and R e s u lts o f Modern F a c to r A n a ly tic Methods o f P e r s o n a lity D e s c rip tio n... 29 2. Graph on Arousal and Perform ance... 35 3. LSI and TI_ C o r r e la tio n s Which Are S ig n if ic a n t... 109 4. "Best" Subset Model S e le c tio n... 136 v i i
L IS T OP TABLES 1. D ic tio n a r y D e f in it io n s o f In d i v i d u a l i z a t i o n and R e la te d E d u c a tio n a l Im p lic a tio n s... 55 2. C o n tin e n ta l European T r a d itio n o f Learning T h e o r y... 57 3. A nglo-a m erican T r a d itio n o f Learning Theory.... 60 4. Movements Towards S yn th es is o f C o n tin e n ta l and Anglo-A m erican T r a d itio n s o f Learning T h e o rie s... 61 5. L i s t o f High School A ccording to L o c a tio n / Ownership# and G eo g rap h ic al Area... 81 6. L S I T e s t/r e te s t R e l i a b i l i t i e s f o r 100 S u b je c ts... 88 7. Z e ro -O rd e r C o r r e la tio n C o e ffic ie n t s o f S e le c te d T I and L S I V a r ia b le s... 108 8. "B est" S ig n if ic a n t L S I D e s c rip to rs o f M e la n c h o lic s... 112 9. "B est" S ig n if ic a n t L S I D e s c rip to rs o f C h o l e r i c s... 112 10. "B est" S ig n if ic a n t L S I D e s c rip to rs o f P h le g m a tic s... 113 11. "B e3t" S ig n if ic a n t L S I D e s c rip to rs o f Sanguines... 114 12. Comparison o f LSI D e s c rip to rs o f w ith Each T I V a r ia b le... 115 13. S ta n d a rd ize d D is c rim in a n t F u n c tio n o f LSI V a r ia b le s in D is c r im in a tin g between MaTes and Females... 119 14. S ta n d a rd ize d D is c rim in a n t F u n c tio n o f LSI V a r ia b le s in D is c r im in a tin g between Jamaican and Bahamian S tu dents... 121 v i i i
15. S ta n d a rd ize d D is c rim in a n t F u n ctio n o f TI_ V a ria b le s in D is c rim in a tin g between Jamaican and Bahamian S t u d e n t s... 123 16. Comparison o f LSI and TI_ V a r ia b le s as They D is c rim in a te between Sexes and Is la n d s... 124 17. C an on ical C o r r e la tio n and B a r t l e t t ' s t e s t o f S ig n ific a n c e... 126 18. C an on ical C o r r e la tio n o f L S I and TI_ V a r ia b le s... 127 ix
ACKNOWLEDGEMENTS Any s c h o la s tic e f f o r t is a p ro d u c t o f the c o n tr ib u tio n o f many p e o p le. T h is th e s is is no e x c e p tio n. So many in d iv id u a ls have c o n trib u te d to th is stu dy d i r e c t l y and i n d i r e c t l y and w ith o u t t h e i r h e lp and encouragement t h i s stu d y could n o t have m a te r ia liz e d in i t s p re s e n t fo rm. I t is w ith h e a r t f e l t g r a t it u d e / th e r e fo r e / th a t I acknow ledge th e fo llo w in g persons: D r. Jerome D. Thayer f o r h is e x p l i c i t and d i l i g e n t e f f o r t s as th e s is chairm an and academ ic a d v is o r. A s p e c ia l thanks to D r. W ilfr e d G. A. B utcher f o r h is i n s p ir a t io n / g u id a n c e / e x p e r tis e / and u n tir in g e f f o r t s as com m ittee member and p ro fe s s o r. D r. M arion Merchant f o r h er encouragement and h e lp fu l in p u t as com m ittee member. M in is t r y o f E d u c a tio n / Jam aica/ w ith s p e c ia l m ention to Mr. C e c il T u rn e r/ Permanent S e c re ta ry / M rs. P h y llis C a r g i l l / A c tin g C h ie f E v a lu a tio n O f f i c e r / and Mrs. Faye Green f o r t h e i r c o -o p e ra tio n and support in e x e c u tin g t h is s tu d y. M in is t r y o f E d u c a tio n / Bahamas/ w ith s p e c ia l m ention to th e Permanent S e c re ta ry and Mrs. C aro lyn Hanna f o r t h e i r c o -o p e ra tio n and s u p p o rt. x
P r in c ip a ls, te a c h e rs, and s tu d e n ts o f th e p a r t i c i p a t i n g s ch o o ls f o r t h e i r c o -o p e ra tio n and c o u r te s ie s extended d u rin g th e c o lle c t io n o f d a ta. A s p e c ia l thanks to John C arey f o r h is su p p o rt and in v a lu a b le tim e expended in c o lle c t in g d a ta f o r t h i s s tu d y in th e Bahamas. D r. R obert C ru is e, D r. G ertru d e Jo rd an, and M rs. V iv ia n A h le rs f o r t h e i r f r i e n d l y encouragem ent, v a lu a b le s u g g e s tio n s, and s u p p o rt. P erso n nel o f James W hite L ib r a r y, Andrews U n iv e r s ity, f o r t h e i r h e lp i n lo c a tin g the l i t e r a t u r e reso u rce f o r t h is s tu d y. P erson n el o f th e academ ic computing and s t a t i s t i c a l com puting s e r v ic e s, Andrews U n iv e r s ity, f o r t h e i r te c h n ic a l h e lp. M rs. Joyce Jones f o r h e r e d i t o r i a l e x p e r t is e. P a s to r and M rs. M elbourne fo r t h e i r f r i e n d l y encouragem ent and counsel d u rin g our s ta y a t Andrews U n iv e r s it y. A v e r y s p e c ia l bouquet f o r the th re e most im p o rta n t persons who have g iv e n me th e reason to s t r i v e f o r e x c e lle n c e. My m o th e r, f o r h e r lo v e, encouragem ent, p r a y e r s, and f in a n c ia l su p p o rt d u rin g the p u r s u it o f my c a r e e r ; S h e ila, my w if e, f o r h er lo v e, p a tie n c e, u n d e rs ta n d in g, and e d i t o r i a l and ty p in g s k i l l s ; and Jerem y, x i
my sori/ f o r h is p a tie n c e and u n d erstan d in g w h ile dad was s tu d y in g. God is good and I th a n k Him fo r p ro v id in g me th e c h a lle n g e / s tr e n g th / and w i l l n e c e s s a ry to see t h i s p a p e r and program th ro u g h to the en d. May t h i s s tu d y e n r ic h s tu d e n ts and e d u c a to rs who a re engaged in making e d u c a tio n more m e an in g fu l and e n ric h in g to the q u a l i t y o f the e d u c a tio n a l e x p e rie n c e s in West In d ia n s c h o o ls. x i i
CHAPTER I INTRODUCTION The s u b je c t o f l e a r n i n g - s t y l e has been the to p ic o f many re s e a rc h s tu d ie s / e d u c a tio n a l c o n fe re n c e s / and te a c h e r-fo ru m s d u rin g the p a s t f o r t y y e a rs. However/ d u rin g the l a s t decade th e re has been a re n ais sa n c e in e d u c a tio n a l re s e a rc h which fo cuses on the need fo r in d iv id u a liz in g in s t r u c t io n a t the e le m e n ta ry and secondary l e v e l s. T h is a re a o f s tu d y has p ro v id e d much in fo rm a tio n t h a t has proven u s e fu l to te a c h e rs / c o u n s e lo rs / e d u c a tio n s p e c i a li s t s / and e d u c a to rs. The s u b je c t o f tem peram ent has a ls o re c e iv e d much a t t e n t i o n. S e v e ra l s tu d ie s have in d ic a te d th a t an i n d i v i d u a l 's temperament is a m a jo r f a c t o r in in flu e n c in g h is /h e r a t t i t u d e s / in t e r e s t s / and g e n e ra l l i f e - s t y l e. Much o f th e re s e a rc h c o n cern in g le a r n in g - s t y le and tem peram ent/ however/ has focused on the N o rth American p o p u la tio n. T h is p re s e n t stu d y i s concerned w ith the r e la t i o n s h i p between temperament and le a r n in g - s t y le o f g ra d es 11 and 12 Jamaican and Bahamian s e n io r h ig h -s c h o o l s tu d e n ts w ith im p lic a tio n s f o r s c h o la s tic p erform ance/
te a c h in g m e th o d o lo g ie s / c a r e e r g u id a n c e / and te a c h e r e d u c a tio n. 2 S ta te m e n t o f th e Problem The problem to which t h is re s e a rc h addresses i t s e l f is th a t o f in v e s tig a tin g the r e la t io n s h ip between temperament and le a r n in g - s t y le o f g rad es 11 and 12 Jamaican and Bahamian s e n io r h ig h -s c h o o l s tu d e n ts. The aim o f t h is s tu d y is to p ro v id e an u n d e rstan d in g as to how a r e p r e s e n ta tiv e sample o f th e p o p u la tio n o f stu d e n ts le a r n / and to en ab le b e t t e r p la n n in g by te a c h e rs and school c o u n selo rs w ith re g a rd s to program p la ce m en t/ in s t r u c t io n a l s t r a t e g ie s / and c a re e r g u id a n ce. The ta s k o f e d u c a tin g youths to be fu n c tio n a l l i t e r a t e s in o rd e r to f i l l the employment needs o f these young d e v e lo p in g West In d ia n com m unities i s a c h a lle n g in g one which r e q u ir e s educated p la n n in g and s t r a t e g ie s. E f f o r t s a re b ein g made on th e p a r t o f the Jamaican and Bahamian governm ents to meet the c o n tin u in g c h a lle n g e / p a r t i c u l a r l y a t the p rim a ry and secondary l e v e ls. The problem o f f i t t i n g youths f o r h ig h e r s c h o la s tic perform ances and u lt im a t e ly f o r the w o rld o f work w i l l be made e a s ie r and more e f f e c t i v e i f the ed u cato rs o f the West In d ie s a re aware o f the p e rs o n a liz e d ways in which s tu d e n ts le a r n and how le a r n in g is a ffe c te d by modes o f tem peram ent. By t h is aw areness/ program o f f e r in g s and teach in g m eth o do lo g ies can be designed to m eet the needs o f
3 s tu d e n ts. In a d d it io n, s tu d e n ts cou ld be channeled through c a r e e r guidance to pursue c a re e rs c o m p a tib le w ith t h e i r p e r s o n a litie s and n a tio n a l p ro fe s s io n a l needs and in t e r e s t s. S ince no p re v io u s s tu d ie s have been done to in v e s tig a te th e r e la t io n s h ip o f tem peram ent to le a r n in g - s t y le o f Jamaican and Bahamian s e n io r h ig h school s tu d e n ts, th e p re s e n t stu d y c o u ld prove u s e fu l to e d u c a tio n a l p la n n ers f o r th e secondary l e v e l and secondary te a c h e r e d u c a tio n. Purpose o f th e S tudy The purpose o f t h i s re s e a rc h was to in v e s tig a te w h ether g rade 11 and 12 Jam aican and Bahamian s e n io r h ig h - school s tu d e n ts ' temperament had a s ig n if ic a n t r e la t io n s h ip w ith t h e ir l e a r n i n g - s t y l e, and w hether temperament and le a r n in g - s t y le d i f f e r e d s i g n i f i c a n t l y between the sexes and between Jamaican and Bahamian s tu d e n ts. Need f o r the Study In d iv id u a liz in g o r p e rs o n a liz in g in s tr u c t io n s im p ly focuses th e emphasis o f the in s t r u c t io n a l process on each in d iv id u a l s tu d e n t h is /h e r s k i l l s, a b i l i t i e s, i n t e r e s t s, l e a r n in g - s t y le s, m o tiv a tio n, g o a ls, r a t e o f le a r n in g, s e l f - d i s c i p l i n e, p ro b le m -s o lv in g a b i l i t y, d e g ree o f r e t e n t io n, p a r t i c i p a t i o n, s tr e n g th s, weaknesses, and prognosis f o r moving ahead in v a rio u s c u rric u lu m area s and p r o je c ts. The te a c h e r becomes more p r o fe s s io n a l and assumes th e fu n c tio n s
4 o f le a r n in g f a c i l i t a t o r / g u id e / c o n s u lta n t/ p ro fe s s io n a l d ia g n o s tic ia n and p r e s c r ib e r o f le a r n in g re s o u rc e s / a c t i v i t i e s / e v a lu a tio n p ro c e d u re s / and t o t a l le a rn in g packages f o r each s tu d e n t. The process p la c e s more respons i b i l i t y f o r le a r n in g on the s tu d e n t and makes b e t t e r use o f h i s /h e r in d iv id u a l in t e r e s t s / g o a ls / and s tr e n g th s. Once Bahamian and Jam aican e d u c a to rs in g e n e ra l re co g n ize t h a t c h ild r e n a re d i f f e r e n t from each o th e r in t h e i r a b i l i t y to le a r n / t h e i r in t e r e s t s and m o tiv a tio n / t h e i r a b i l i t y to s u s ta in c o n c e n tra tio n and be s e l f - d is c ip lin e d / and in t h e i r p e rc e p tu a l s tre n g th s and w eaknesses/ th e y would be one s te p on t h e i r way to b e tte r understand each c h i l d 's p e c u lia r l e a r n i n g - s t y l e. E v e n tu a lly / th e y would g e ar in s t r u c t io n and the t o t a l le a rn in g environm ent to e f f e c t i v e l y f u l f i l l the needs and in t e r e s t s o f each c h i ld. The need f o r in d iv id u a liz in g in s t r u c t io n has been a p p a re n t f o r many y e a rs. The process o f a c h ie v in g i t / however/ is le s s obvious and n o t f u l l y r e a l i z e d. Schools th ro u g h o u t the E n g lis h -s p e a k in g West In d ie s seem to be d e f i n i t e l y in need o f an educated d ia g n o s tic and p r e s c r ip t iv e approach to le a rn in g and the t o t a l e d u ca tio n o f t h e i r yo uths in o rd e r to a c h ie v e fo u r m ajo r g o a ls : 1. To p ro v id e an e d u c a tio n a l environm ent in which le a r n in g can be in d iv id u a liz e d : t h a t i s / each s tu d e n t become an a c t iv e p a r t ic ip a n t in the e d u c a tio n a l process which changes and shapes h is /h e r b e h a v io r by v ir t u e o f
h i s /h e r in te r e s ts # s k i l l s # a b i l i t i e s # 1e a r n i n g - s t y l e # m o tiv a tio n # p e rs o n a l and s o c ia l g oals# r a t e o f le a rn in g # and s e l f - d i s c i p l i n e. 2. To make le a r n in g e x p e rie n c e s more c r e a t iv e and s e l f - a c t u a l i z i n g as a means to f a c i l i t a t e i n t r i n s i c m o tiv a tio n and m axim ize e d u c a tio n a l achievem ent f o r each s tu d e n t. 3. To be used as a to o l by e d u c a tio n a l p la n n e rs and p r a c t it io n e r s in s te e r in g the e d u c a tio n a l p o lic ie s # program, and processes o f th e school system in f u l f i l l i n g p e rs o n a l and n a tio n a l needs. 4. To g iv e a more d e f i n i t e meaning to a c c u ltu r a te d West In d ia n e d u c a tio n as opposed to the t r a d i t i o n a l# neoc o lo n ia l B r it is h - o r ie n t e d e d u c a tio n. A l a t e r c h a p te r d e s c rib e s how an u n d erstan d in g o f s tu d e n ts ' le a r n in g - s t y le and temperament can c o n tr ib u te to a c h ie v in g these g o a ls. F in a lly # one l a s t p o in t must be made to f u r t h e r s u b s ta n tia te the need f o r th is s tu d y. For many y e a rs now th e re has been a grow ing concern by s tu d en ts# p a ren ts# te a ch e rs # and the M in is t r ie s o f Education w ith re g a rd s to the h ig h p e rce n ta g e o f f a i l u r e s in the G eneral C e r t i f i c a t e o f E ducatio n (GCE) e x a m in a tio n O rd in a ry l e v e l and more r e c e n t ly th e C aribbean E xam ination C o u n c il (CXC) G e n e ra l and Basic e x a m in a tio n s. The s t a t i s t i c s o f Jam aican s tu d e n ts in appendix A in d ic a t e th a t# f o r the y e a rs 1 9 7 6-1981# the median p e rce n ta g e pass fo r the s u b je c ts l i s t e d in
6 th e appendix f o r the GCE O 'L e v e l is 3 8.8 0 p e r c e n t, w h ile on th e CXC f o r th e p e rio d 1 97 9-1 98 1 i t is 3 7.0 3 p e r c e n t. The e x te n t to w hich such academ ic perform ance ( i. e., th e h ig h r a t e o f f a i l u r e in th e GCE and CXC) is the r e s u l t o f a s in g le v a r ia b le o r a s e t o f v a r ia b le s is undeterm in ed (UNESCO R e p o rt, 1983, pp. 1 1 2-1 1 4 ). However, t h i s s tu d y has proposed th a t an u n d erstan d in g and a p p lic a tio n o f le a r n in g - s t y le p r in c ip le s may h e lp to im prove the c u r r e n t academic tr e n d. Background o f the Problem An o v erv iew o f th e seco n d a ry-sc h o o l system in Jam aica and the Bahamas puts in to c o n te x t the problem which is the focus o f th is s tu d y. T h is d is c u s s io n i s l im it e d to Jam aica and the Bahamas sin ce th e y were the two is la n d s s e le c te d f o r the s tu d y and a re r e p r e s e n ta tiv e o f th e so cioeconom ic, c u l t u r a l, p o l i t i c a l, and e d u c a tio n a l mosaic o f West In d ia n l i f e. For c l a r i t y, i t must be understood th a t th e re s e a rc h e r has no in te n tio n to equ ate Jamaica + Bahamas = West In d ie s, n o r is the west In d ia n community homogenous so th a t i t can be d e fin e d w ith re s p e c t to two West In d ia n n a tio n s. In s te a d, th e re s e a rc h e r having liv e d in both c o u n trie s and being exposed to many o th e r West In d ia n is la n d s assumed th a t b o th c o u n trie s to g e th e r possess s u f f i c i e n t s ig n if ic a n t c h a r a c t e r is t ic s w hich a re common to E n g lis h -s p e a k in g West In d ia n is la n d s.
7 Jam aica A s a l i e n t and s t r i k i n g fe a tu r e o f secondary e d u c a tio n in Jamaica is i t s m u l t i p l i c i t y o f form s. One fin d s n o t one b u t s e v e ra l secondary system s. These a re th e High S ch o o ls, th e A ll-a g e S cho ols, th e A g r ic u ltu r a l High S ch o o ls, and th e Trade and V o c a tio n a l S chools. Bach one o f these types o f secondary sch oo ls c a te r s to a d i f f e r e n t c l i e n t e l e, has a d i f f e r e n t c u rric u lu m and d i f f e r e n t e n tra n c e re q u ire m e n ts, and o f f e r s d i f f e r e n t chances o f e m p lo y a b ility and t r a i n a b i l i t y to g rad es 11 and 12 le a v e r s. The reason fo r th is d i v e r s i t y can be a t t r ib u t e d to the h i s t o r i c a l develo p n ent o f e d u c a tio n in Jam aica, alo n g w ith th e p re s s in g s o c ia l demands o f the p a s t ten to f i f t e e n y e a rs. H i s t o r i c a l l y, the C h r is tia n church has played a m ajor r o le i n the d e ve lo p n e n t o f e d u c a tio n in Jam aica. Through i t s le a d e r s h ip, e d u c a tio n developed and grew in to the e le m e n ta ry -s c h o o l system, l a t e r taken o ver by the governm ent. Secondary, fe e -c h a rg in g p r iv a te schools grew from the need to educate the c h ild r e n o f the upper and m id d le c la s s who could n o t go "Home", i. e., to Europe, to s c h o o l. T h is d u a l system o f e d u c a tio n con tin u ed f o r some tim e and i t s in flu e n c e is s t i l l being f e lt, a lth o u g h many changes have been in s t i t u t e d w ith in the l a s t c e n tu ry. The p re s e n t A ll-a g e School is a tr u e descendant o f the e le m e n ta ry school and the High School has as i t s a n c e s to r the c la s s i c a l- o r ie n t e d, academ ic, fe e -c h a rg in g s c h o o l.
8 O r i g in a l l y, many o f th ese sch o o ls were run by churches and t r u s t s. I n i t i a l l y a id e d by g ra n ts from the g overnm ent, th e y were l a t e r c o m p le te ly funded by th e governm ent. The in flu e n c e o f th e o r i g i n a l bodies (c h u rc h o r t r u s t ) can now o n ly be f e l t th ro u g h th e co m p o sitio n o f th e school boards and the im p act o f th e board i t s e l f on the l i f e o f the s c h o o l. For many y e a rs, th e c u rric u lu m o f the High Schools was s tr o n g ly in flu e n c e d by what was ta u g h t in th e school system in E n g la n d --L a tin, F ren ch, E n g lis h, h is t o r y, geography, and some s c ie n c e. At the end o f f i v e y e a rs, the s tu d e n ts s a t f o r th e coveted Cambridge School C e r t i f i c a t e O rd in a ry Level and a mere h an d fu l went on to th e Cambridge H ig h e r School C e r t i f i c a t e w hich was ta k en two y ea rs l a t e r. N a t u r a lly, o v e r th e y e a rs, th e r e has been a s h i f t tow ards a more West In d ia n -o r ie n te d c u r r ic u lu m. In th e l a t e 1950s, s o c ia l p re ss u re s and the commitment o f the M in is te r o f Education to expand secondary e d u c a tio n le d to an in tr o d u c tio n o f the Common E ntrance E xam in atio n by w hich many more c h ild r e n aged 11+ were g iv e n th e o p p o rtu n ity f o r p o s t-p rim a ry e d u c a tio n. The m a jo r it y o f c h ild r e n aged 1 2-1 5 were s t i l l in th e A ll-a g e S ch o o ls. From the p o s t-e m a n c ip a tio n p e r io d, e d u c a to rs in Jam aica have been concerned w ith a g r ic u lt u r e and te c h n ic a l e d u c a tio n. I t was f e l t t h a t in a th en p re d o m in a n tly a g r i c u l t u r a l c o u n try, a g r ic u lt u r e should be ta u g h t a t a l l l e v e l s, b u t j u s t how and to what end was never c l e a r l y
9 s ta te d. I t was n o t u n t i l the 1920s and 1930s th a t th e re was any a l l - o u t a tte m p t to in tro d u c e te c h n ic a l e d u c a tio n a t th e secondary l e v e l. The tremendous grow th in te c h n o lo g y th ro u g h o u t the i n d u s t r i a l i z e d c o u n trie s had in e v it a b ly a f f e c t e d J am a ica. S k i l l e d workmen were needed to s e rv ic e and r e p a ir m ach in ery and o th e r tr a in e d persons were r e q u ire d to f i l l jo b s in in d u s tr y. In the 1960s / the d e v e lo p n e n t o f in d u s tr y w ith i t s jo b o p p o r tu n itie s f o r a w ide v a r i e t y o f te c h n ic ia n s found the c o u n try s e r io u s ly la c k in g in these a r e a s. The e x is tin g secondary te c h n ic a l s ch o o ls had to be u p -g rad ed and o th e r te c h n ic a l sch o o ls had to be b u i l t to s a t i s f y t h i s need. Because o f the d e s ir e f o r secondary e d u c a tio n / p r iv a t e sch o o ls have alw ays flo u ris h e d in Jam aica. They run the gamut from v e ry bad to e x c e lle n t. They a re c a lle d "independ ent" because th e y g e t no g ra n t from the government b u t have to s u b s is t e n t i r e l y on fe e s paid by the p u p ils. The b e t t e r schools can u s u a lly a t t r a c t w e l l - q u a l i f i e d te a c h e rs by paying h ig h e r s a la r ie s than the p u b lic schoo ls p lu s o th e r p e r q u is ite s to boost s a l a r i e s. N o rm a lly / the fe e s charged by th ese sch o o ls a re c o rre s p o n d in g ly h ig h. In th e p o o rer s c h o o ls / th e q u a l i t y o f the te a c h e rs le a v e s much to be d e s ir e d. P r e v io u s ly / th e re was l i t t l e o r no governm ent c o n tr o l o f th ese s ch o o ls / b u t w ith in c re a se d s t a f f in th e M in is t r y / th e re has been a d eterm ined e f f o r t to ensure th a t adequate e d u c a tio n a l s ta n d ard s be m a in ta in e d. In 1973/ th e Independent Schools R e g u latio n
10 was passed. This is an a tte m p t " to g u aran tee th a t e d u c a tio n o f equal q u a l it y is a v a ila b le to e v e ry c h ild (P rim e M in is te r 1 2 /1 1 /1 9 7 4 )". A l l independent schools have to a p p ly to be r e g is t e r e d. They a re v is it e d an d / i f ap pro ved, th e y a re then r e g is te r e d. W ith the g ra n tin g o f independence in th e 1960s, the need f o r u n ify in g the people became even more u rg e n t. E ducatio n i t s e l f w ith i t s d u a l system had been a d iv is iv e f a c t o r. The Common E ntrance Exam ination had made i t p o s s ib le f o r a grow ing number o f c h ild r e n to go to Secondary High School b u t th is b e n e fite d m a in ly m id d le c la s s s tu d e n ts. The p ressu re fo r more seco n d ary-sch o o l p laces in c re a s e d. There were a few S e n io r Schools where some secondary work was being ta u g h t. T h is was not enough. In 1967, about f o r t y J u n io r Secondary Schools (g rad es 7-9 ) were c re a te d to g iv e more p u p ils drawn from a w ider s o c ia l sp ectru n the o p p o rtu n ity f o r secondary e d u c a tio n. The c u rric u lu m in these schoo ls was designed to g iv e s tu d en ts some academic and some v o c a tio n a l t r a in in g in p re p a ra tio n fo r the w orld o f w o rk. These s tu d e n ts would n o rm a lly le a v e the system a f t e r grade 9, b u t the Grade Nine Achievement T e s t, a t th a t tim e, allo w ed a few s tu d e n ts to e n te r High Sc hoo ls. In the 1970s, a lth o u g h em ployers were d e sp e ra te fo r s k i l l e d w o rke rs, te c h n ic ia n s, and a l l c a te g o rie s o f w o rk e rs, the products o f the e d u c a tio n a l system were unable to supply these needs e it h e r q u a l i t a t i v e l y or
11 q u a n t i t a t i v e l y. New s tr a te g ie s were needed. In 1974/ grades 10 and 11 were added to the J u n io r Secondary Schools which were renamed New Secondary S ch o o ls. The c u rric u lu m fo r these two grades had been c a r e f u lly p re p are d by the M in is t r y. T h is was a s e t o f g u id e lin e s based on v o c a tio n a l and p re v o c a tio n a l c h o ic e s. The in t e g r a t io n o f work and stu d y was the b a s is o f th is program. P ro b ab ly the s in g le most ap p are n t weakness o f th is system was the la c k o f a u n if ie d / c le a r l y d e fin e d secondary c u rric u lu m / which re s u lte d in a number o f e d u c a tio n a l m a lp ra c tic e s (UNESCO R eport Jam aica: D evelopnent o f Secondary E d u c atio n / A p r il 1983/ p. 6-7 ). In appendix B is i l l u s t r a t e d th e o r g a n iz a tio n a l s tr u c tu r e o f the Jamaican e d u c a tio n a l system. Bahamas The o v erv iew o f the seco n dary-sch o ol system in the Bahamas is based on two a v a ila b le so u rces. The Bahamian secondary-school system faced the in h e re n t e d u c a tio n a l drawbacks and impediments o f an a lie n system which narrowed le a rn in g and le a rn in g e x p e rie n c e s to the t r a d i t i o n a l c o lo n ia l id e a ls ( W hite P ap er on E d u c a tio n / 1 9 7 2 ). S tep s a re being taken a t p re s e n t to d evelo p a system which embraces a p h ilo so p h y which is c h a r a c t e r is t ic o f the n a t io n 's id e a ls / v a lu e s / b e l i e f s / and custom s. C u r r e n tly / the M in is tr y o f Education and C u ltu re is ta k in g d e c is iv e s te p s to d evelo p a u n ifie d com prehensive
12 and f l e x i b l e secondary c u rric u lu m fo r New Providence and th e fa m ily is la n d s (S eco n d ary-s ch o o l S y lla b i and Bahamas J u n i o r - C e r t i f i c a t e S y l l a b i ). The sec o n d a ry-sc h o o l system is d iv id e d in to two le v e ls : J u n io r Secondary Schools and S e n io r High S cho ols. The b a s ic c h a r a c t e r is t ic s o f the ju n io r s e c o n d a ry-sc h o o ls a re : 1. There is no s e le c tio n fo r e n tr y to ju n io r s e c o n d a ry -s c h o o l. 2. A l l p u p ils a t the ju n io r secondary s ta g e are p ro v id ed w ith the same b a s ic c u rric u lu m and le a rn in g e x p e rie n c e s w hich a re a c o n tin u a tio n o f p rim a ry e d u c a tio n. The o v e r a ll c u rric u lu m aim here rem ains the c o n tin u a tio n o f a g e n e ra l e d u c a tio n fo r a l l p u p ils. 3. At th e end o f the ju n io r secondary s ta g e, th e re a re n a tio n a l e x a m in a tio n s (Bahamas J u n io r C e r t i f i c a t e, B JC), t e s t in g, and assessm ents o f a tta in m e n t, in t e r e s t s, and p o t e n t ia l fo r a l l p u p ils. Th is a s s is ts the t r a n s f e r to and p ro v is io n o f p ro p e r p re -v o c a tio n a l e d u c a tio n in s e n io r High S chools. The aim s o f the s e n io r High Schools is to p ro v id e s tu d e n ts w ith a v a r i e t y o f im m ediate g o a ls and e x p e rien ce s so as to h e lp them i d e n t i f y and d e v e lo p t h e i r needs, i n t e r e s t s, t a l e n t s, and a b i l i t i e s, b e a rin g in mind the socio-econom ic needs o f the n a tio n. The s e n io r High Schools have th e fo llo w in g b a s ic g o a ls :
13 1. The programs o f these s ch o o ls a re endeavoring to c a te r to th e com plete range o f a b i l i t i e s and a p titu d e s so t h a t th e y r e f l e c t and a d m in is te r to th e needs and a s p ir a tio n s o f the lo w e r stra tu m o f the s o c ie ty. 2. The programs p ro v id e e x p e rie n c e s w hich in c lu d e academic and f in e a r t s courses as w e ll as p r e -v o c a tio n a l e x p e rie n c e s. 3. At th e end o f the s e n io r high sch o o l s ta g e, p u p ils a re re q u ire d to w r it e the G en eral C e r t i f i c a t e o f E ducatio n e x a m in atio n (GCE) O rd in a ry L evel ( W hite P aper on E d u c a tio n / 1 9 7 2 ). In appendix B is i l l u s t r a t e d the o r g a n iz a tio n a l s tr u c tu r e o f the Bahamian e d u c a tio n a l system. Both e d u c a tio n a l systems a re under e x te n s iv e r e v is io n so as to make each one more e f f i c i e n t and e f f e c t i v e in acco m p lish in g i t s r e s p e c tiv e g o a ls. In acc o m p lish in g the o b je c t iv e o f t h is study fo u r m o d e l-b u ild in g s ta te m e n ts and f i v e re s e a rc h hypotheses were fo rm u la te d. The fo u r m o d e l-b u ild in g s ta te m e n ts examine the l i n e a r c o n b in a tio n s o f le a rn in g s t y le v a r ia b le s which "best" d e s c rib e each temperament v a r ia b le, nam ely, m e la n c h o lic, c h o le r ic, p h le g m a tic, and s an g u in e. The f i v e hypotheses a re te s te d in o rd e r to d e te rm in e i f s ig n if ic a n t d iffe r e n c e s and r e la t io n s h ip s e x i s i t between the le a rn in g s t y le v a r ia b le s and th e temperament v a r ia b le s.
14 M o d e l-b u ild in g S ta te m en ts 1. There is a s ig n if ic a n t l i n e a r c o n b in a tio n o f le a r n in g s ty le v a r ia b le s which b e s t d e s c rib e s m e la n c h o lie s. 2. There is a s i g n if ic a n t l i n e a r com bination o f le a r n in g - s t y le v a r ia b le s which b e s t d e s c rib e s c h o le r ic s. 3. There is a s ig n if ic a n t l i n e a r com b in atio n o f le a r n in g - s t y le v a r ia b le s which b e st d e s c rib e s p h le g m a tic s. 4. There is a s i g n if ic a n t l i n e a r com bination o f le a r n in g - s t y le v a r ia b le s which b e s t d e s c rib e s san g u in es. Hypotheses 1. There is a l i n e a r com bination o f the le a r n in g - s t y le v a r ia b le s w hich s i g n i f i c a n t l y d is c r im in a te s between males and fem ales in grades 11 and 12. 2. There is a lin e a r com bination o f the temperament v a r ia b le s which s i g n i f i c a n t l y d is c r im in a te s between males and fem ales in grades 11 and 1 2. 3. There is a li n e a r com bination o f the le a r n in g - s t y le v a r ia b le s w hich s i g n i f i c a n t l y d is c r im in a te s between Bahamian and Jam aican s tu d e n ts in grades 11 and 1 2. 4. There is a li n e a r com bination o f the temperament v a r ia b le s w hich s ig n i f i c a n t l y d is c r im in a te s between Bahamian and Jam aican s tu d e n ts in grades 11 and 1 2. 5. There is a s ig n if ic a n t r e la tio n s h ip between th e temperament and le a r n in g - s t y le o f Bahamian and Jam aican s e n io r h ig h -s c h o o l s tu d en ts in grades 11 and 12.
15 Bach re s e a rc h h y p o th esis was te s te d s t a t i s t i c a l l y to d eterm in e w h ether o r n o t d iffe r e n c e s e x is te d. D e f i n i t i o n o f O p e ra tio n a l Terms E m o tio n a lity (N e u ro tic is m ) E m o tio n a lity is a p e r s o n a lit y t r a i t which r e f e r s to th e degree o f s e n s iv it y c o n tr o lle d by th e neuro-horm onal mechanism o f an in d iv id u a l in response to in t e r n a l o r e x te r n a l s tim u la tio n. Eysenck and Eysenck (1 9 7 5 ) in d ic a te d t h a t such s e n s i t i v i t y may be p r e d is p o s itio n and hence is lin k e d to h e r e d ita r y. Ex tr o v e r s io n /In tr o v e r s io n E x tro v e rs io n and In tr o v e r s io n a re two extrem e phenomena alo ng a continuum which o p e ra te s as a fu n c tio n o f p e r s o n a lity. T h e ir te n d e n c ie s appear e a r l i e r in c h ild h o o d and evid en ce more s t a b i l i t y through the developm ental y e a r s. The ty p ic a l e x t r o v e r t is o u tg o in g / th a t i s, s o c ia b le / has many f r ie n d s / needs to have people to t a l k to / is g ro u p -o rie n te d / c rav e s e x c ite m e n t/ is im p u ls iv e / c a r e fr e e / o p t im is t ic / h ig h ly k in e s t h e t ic / tends to be a g g re s s iv e, and does n o t keep h is fe e lin g s under t i g h t c o n t r o l. The ty p ic a l i n t r o v e r t is re s e rv e d / th a t i s / a r e t i r i n g s o r t o f p erso n / in t r o s p e c t iv e / fond o f books r a th e r than p e o p le / is n o t im p u ls iv e / takes m a tte rs o f eve ry d ay l i f e w ith p ro p e r s e rio u s n e s s / keeps h is fe e lin g s
16 under c lo se c o n tr o l/ is r e l i a b l e / somewhat p e s s im is tic / and p la c e s g r e a t v a lu e on e t h ic a l s ta n d a rd s. F ie ld Independence versus F ie ld Dependence F ield -in d ep en d en ce is an a n a ly t ic a l approach in p e rc e iv in g item s o r elem ents as d is c r e te from t h e i r backgrounds and th e r e fo r e overcomes the in flu e n c e o f an embedding c o n te x t/ w h ile fie ld -d e p e n d e n c e is a g lo b a l approach in which the embedding c o n te x t is p e rc e iv e d to be congurent w ith the item s o r elem ents (H. A. W itk in / 1 9 6 2 ). L e a r n in g -S ty le s L e a r n in g -s ty le s a re th e unique ways in which an in d iv id u a l searches fo r m eaning. They c o n s is t o f d i s t i n c t i v e / o b s erv a b le b e h a v io rs th a t p ro v id e c lu es to the fu n c tio n in g o f p e o p le 's minds and how th e y r e la t e to the w o rld. In d iv id u a ls a re a ffe c te d by f i v e types o f v a r ia b le s : ( 1 ) e n v iro n m e n ta l (sound/ l i g h t / te m p e ra tu re / and the need fo r e it h e r a fo rm al o r in fo rm a l d e s ig n ); (2) e m o tio n a l (m o tiv a tio n p e r s is te n c e / r e s p o n s i b i l it y / and the need f o r e it h e r s tr u c tu r e o r o p tio n s ); ( 3 ) s o c io lo g ic a l ( s e l f / p a ir / p e e r/ team / a d u l t / o r v a r ie d ) ; (4 ) p h y s ic a l p re fe re n c e s (p e rc e p tu a l s tr e n g th s / need fo r in ta k e / tim e o f day o r n ig h t/ and need f o r m o b ilit y ) ; and (5 ) p s y c h o lo g ic a l ( a n a ly t ic or g lo b a l/ c e re b a l dominance/ and im p u ls iv e or r e f l e c t i v e ).
17 S e n io r High School S e n io r High School i s an e d u c a tio n a l i n s t i t u t i o n w hich p ro v id e s secondary e d u c a tio n from grades 10 th ro u g h 12. In th e Bahamas/ s e n io r h ig h -s c h o o ls a re s e p a ra te from j u n io r h ig h -s c h o o ls / w h ile in Jam aica/ seco n d a ry-sc h o o ls a re r e fe r e d to as High S ch o o ls/ New Secondary S ch o o ls/ T e c h n ic a l High S cho ols/ o r Comprehensive High S cho ols/ a l l o f w hich a re in c lu s iv e o f g rades 7 through 12. T h e re fo re / s e n io r h ig h -s c h o o l in Jamaica r e fe r s to th e s e n io r le v e ls (g ra d e s 1 0-1 2 ) o f each o f these types o f secondary sch o o ls named. Temperament A l l p o r t 's (1 9 3 7 ) f i r s t d e f i n i t i o n o f temperament is com prehensive fo r the purpose o f th is s tu d y. o f Temperament r e f e r s to th e c h a r a c t e r is t ic phenomena an i n d i v i d u a l 's n a tu re in c lu d in g h is s u s c e p t i b i l i t y to e m o tio n a l s tim u la tio n : h is custom ary s tre n g th and speed o f response/ the q u a l i t y o f h is p r e v a ilin g mood/ and a l l th e p e c u l i a r i t i e s o f f lu c t u a t io n and i n t e n s it y o f mood/ these being phenomena regarded as dependent on c o n s t it u t io n a l make-up/ and th e re fo re la r g e ly h e r e d ita r y in o r i g i n. (1 9 6 1 / p. 34) D e lim it a t io n s o f the S tudy T h is stud y is concerned o n ly w ith s tu d e n ts in governm ent and independent h ig h -3 c h o o ls in Bahamas and J a m a ic a. Th is is a p r e lim in a r y stu d y fo r a f i n a l stu d y w hich w i l l in v e s tig a te the fin d in g s o f th is s tu d y r e l a t i v e to th e sampled s tu d e n ts ' perform ances on th e exa m in atio n s s p e c ifie d below. The sample was s e le c te d from s tu d e n ts in
18 grades 11 and 12 who were c u r r e n t ly p re p a rin g to w r it e the G e n e ra l C e r t i f i c a t e o f E ducation (GCE) a n d /o r th e Caribbean E xam in atio n C o u n cil (CXC) e x a m in a tio n s. L im it a t io n s o f th e S tu dy The l i m it a t io n s o f t h is s tu d y a re as fo llo w s : 1. Due to th e complex n a tu re o f r e le v a n t v a r ia b le s ( e. g. / so cio -eco n o m ic/ typ e o f school a tte n d e d / p a re n ta l a t t i t u d e toward s c h o o l/ e t c. ) which m ight have a s ig n if ic a n t e f f e c t on th e le a rn in g s ty le s o f s e n io r h ig h - schoo l s tu d e n ts in Jamaica and the Bahamas and the f i n a n c ia l c o n s tr a in ts o f t h is s tu d y / o n ly two demographic v a r ia b le s (sex and i s l a n d ) / a s e t o f le a r n in g - s t y le v a r ia b le s / and a s e t o f p e r s o n a lity v a r ia b le s (tem peram ent) were i d e n t i f i e d to be s tu d ie d. 2. The s tr u c tu r e and o p e ra tio n o f the schools sampled and tim e had a c o n s tra in in g in flu e n c e on the r e p re s e n ta tiv e n e s s o f th e s tu d e n ts s e le c te d. B a s ic Assum ptions T h is stu d y makes the fo llo w in g assum ptions: 1. That Bahamian and Jam aican g rade 11 and 12 s tu d e n ts can c l e a r l y in d ic a te t h e i r le a r n in g - s t y le s and temperaments when asked to do so on th e re s e a rc h i n s t r u n en ts. 2. That Bahamian and Jam aican 11 and 12 grade s tu d e n ts w i l l p ro v id e r e l i a b l e in fo rm a tio n concerning t h e ir