Examining the Connections between Personality and Group-Based Learning


  • Jonathan Huang Horizon Academic Research Program
  • Hannah Dunn Horizon Academics




group-based learning, personality styles, group work


The most common interpretation of personality is a tripartite model: introversion, extroversion, and ambiversion. Personality styles can have an impact not only on how people develop relationships and pursue interests, but also how students operate in the classroom. Given that schools and teachers frequently require students to collaborate in group-based learning activities, it is crucial to consider how personality styles affect this process. In this cross-sectional research study, 14 high school participants responded to a questionnaire about personality type and group learning experiences. The questionnaire was designed with the goal of gathering experiences from high school students about group work and group-based learning in the classroom and personality styles. The results of the questionnaire showed that there was no statistically significant difference between the three personality styles. The results were also analyzed for themes to compare commonalities and differences in responses across personality styles. There was a relatively small sample size in the current study of 14 participants out of the 60 who were sent the questionnaire meaning this study might not have been able to fully capture the most accurate answer to the question of whether introverts work well while working in groups. Nonetheless, this study paves the way for further research on the topic of group-based learning and personality styles.


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Author Biography

Hannah Dunn, Horizon Academics


References or Bibliography

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How to Cite

Huang, J., & Dunn, H. (2022). Examining the Connections between Personality and Group-Based Learning. Journal of Student Research, 11(2). https://doi.org/10.47611/jsrhs.v11i2.2517



HS Research Articles