P, Duangnokhon. (2003). An investigation into the Achievement of the Industrial Education Students in Thailand in Taxonomy Categories in Relation to Instructional Design, Achievement Motivation & Personality Types. Unpublished. Ph.D., Education. Panjab University,Chandigarh.
The objectives of the study were: (1) To study the effect of instructional design on the achievement of the students in taxonomic categories of knowledge, comprehension, application & total of taxonomic categories. (2) To work out the effect of achievement motivation on students’ achievement in taxonomic categories of knowledge, comprehension, application & total of taxonomic categories. (3) To find out the effect of personality type of students’ achievement in taxonomic categories of knowledge, comprehension, application & total of taxonomic categories. (4) To study the interaction effects of instructional design, achievement motivation & personality type on the achievement of students in various & total of taxonomic categories. (5) To study the intercorrelations among the instructional design, achievement motivation, personality type & academic achievement in three areas of Bloom’s taxonomic categories & total academic achievement.
The hypothesis of the study were: (1) The group learning through CAI will perform better in achievement than the group learning through OHP in knowledge, comprehension, application & total of taxonomic categories. (2) High achievement motivation group will perform better in achievement in all the taxonomic categories & their total than the group with low achievement motivation. (3) There will be no significant difference in the achievement of extrovert & introvert students in various taxonomic categories & their total. (4) The interaction of instructional design, achievement motivation & personality type would have significant effect on achievement in taxonomic categories & their total. (5) The inter correlations among instructional design, achievement motivation, personality type & academic achievement in three taxonomic categories & their total will be positive & significant.
The sample consisted of randomly selected 120 students from three Technical Colleges of Northern Region of Thailand.
Achievement Motivation Test by Deo & Mohan, Personality Trait Eysenk Personality Inventory, Software Programme Produced Autodesk and Achievement Test developed by Researcher were used for data collection.
The study was Experimental in nature. A Factorial Design of 2×2×2 (achievement motivation, personality type, instructional design) was replicated four times by taking scores on each of three taxonomic categories & total academic achievement scores as dependent variable for each replication.
The data were analyzed by Mean, correlation and ANOVA techniques.
The findings of the study were: (1) There are significant differences between CAI & OHP in the area of application & no significant differences in the areas of knowledge, comprehension & total academic achievement. (2) There are significant differences between high & low groups of achievement motivation in the areas of comprehension & application but no significant difference in the area of knowledge & total academic achievement. (3) There are no significant differences between extrovert & introvert in the areas of knowledge, comprehension & total academic achievement. (4) The academic achievement is affected by interaction of instructional design & personality types in the area of comprehension & total academic achievement. (5) CAI & OHP are equally effective for achievement in area of knowledge & comprehension. (5) High achievement motivation group is better than low achievement group in areas of comprehension & application. (6) Introvert & extrovert students are equal in academic achievement.
Keyword(s): Personality Types, Instructional Design, Taxonomy, Thailand, Industrial Education, Achievement Motivation, Higher Education