A Comparative Study of MBTI and Learning Style- Based Grouping for Enhancing Group Effectiveness and Balance in a Pedagogical Setting

Abstract

Effective group work is central to Problem-Based Learning (PBL) in higher education, yet the optimal strategy for forming student groups remains unclear. This study compared MBTI-based grouping, informed by personality types and Keirsey temperaments, with Learning Style-Based (LSB) grouping, grounded in Kolbs Experiential Learning Theory, to assess their impact on group functioning and role performance. Participants were undergraduate students enrolled in Cell Biology (Fall 2022 and Fall 2023) and Introduction to Biology Laboratory (Fall 2023) courses. Students completed MBTI and Kolb Learning Style assessments, and groups and roles (Leader, Communicator, Organizer) were assigned accordingly. Results indicated that LSB-based groups consistently outperformed MBTI-based groups across multiple performance metrics, including productivity, listening, sense of safety, belonging, and overall satisfaction. All metrics showed statistically significant decreases in MBTI-based groups except contribution, which did not differ significantly between grouping strategies. Role performance ratings were significantly higher for Leaders and Communicators in LSB groups, while no significant differences were observed for the Organizer role. Correlation analyses revealed that satisfaction was strongly associated with perceived productivity in MBTI-based groups, whereas in LSB-based groups, satisfaction was more strongly correlated with psychological safety. These findings suggest that learning style alignment may better support effective collaboration and group climate in PBL settings than personality-based grouping.