SIGCSE '96 Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education
Conceptual models and cognitive learning styles in teaching recursion
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Computer science through the eyes of dead monkeys: learning styles and interaction in CS I
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Personality type, career preference and implications for computer science recruitment and teaching
ACSE '98 Proceedings of the 3rd Australasian conference on Computer science education
The effect of student attributes on success in programming
Proceedings of the 6th annual conference on Innovation and technology in computer science education
Personality types in software engineering
International Journal of Human-Computer Studies
NSPW '04 Proceedings of the 2004 workshop on New security paradigms
Personality types of IT professors
Proceedings of the 10th ACM conference on SIG-information technology education
What students want: a study on the role of the supervisor of final works in computing education
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
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This research investigates the learning styles and personality types of Computer Science students at the University of the Witwatersrand in Johannesburg, South Africa using the Kolb Learning Style Inventory and the Keirsey Temperament Sorter, respectively. Students were found to be predominantly abstract intheir learning, and they did not show strong preferences on the reflective/active dimension hence they had either a Converger or Assimilator learning style which is consistent with prior research. Across the three years of undergraduate study, learning styles became more balanced in terms of the reflective/activedimension. Students were predominantly ISTJ, ISFJ, ESTJ or ESFJ in their personality types showing a strong presence of the SJ temperament which is associated with organisation, planning and decision-making. This result is less consistent with prior research. There were no significant differences over the three years in personality type.