Personality and Learning Preference Interactions of Women in Tertiary Education
Evidence S. Matangi, Phoebe Kashora, Adwell Mhlanga, Dr. W Kachere

Abstract
The aim of this paper was to determine the association between personality and learning styles and their interactions with the expected degree classification of the final year female students and the teaching methods used at the Women’s University in Africa, Zimbabwe. A questionnaire consisting of demographics, twenty-five personality items, and academic questions was administered. The dominating personalities were extrovert and openness, whilst the dominating learning styles were elaborative processing and methodical study. The students understood the most when the lecture teaching method was utilized and they recommended that attachment and elearning be co-opted to improve their academic performance. ?2-tests of association were conducted and insignificant associations were exhibited between personality and learning style, and consequently with preferred teaching method, and expected academic qualification. This revealed diversity of students’ personality and learning styles implying that the university’s lecturers had to employ a variety of teaching methods to ensure high academic performance.

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