THE EFFECTS OF EXTROVERSION AND METHODS OF PROGRAMMED INSTRUCTION ON ACHIEVEMENT

Various experiments have been devised to gauge the relationship between extroversion and introversion towards academic performance. A review of these investigations reveals that overall extroverts do better on more ambiguous tasks in loosely structured learning situations whereas introverts are more successful in closely guided sequences of learning. The administration and procedure of one programme given to 145 first‐year mixed comprehensive pupils is described in detail. Analysis of the post‐test scores revealed a significant difference between ability levels and a significant interaction between methods of instruction and extroversion, thus confirming earlier findings. That the success of extroverts and introverts in school learning situations is related to the methods of instruction used argues for the possibility of adapting teaching methods to different kinds of pupils.