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THE
INFLUENCE OF PERSONALITY TRAITS ON STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY
SCHOOLS
ABSTRACT
This study
explored the influence of personality traits on students’ academic performance
in secondary schools in Lagos State. The study adopted descriptive research
design. Questionnaires was the major tool for data collection and data
collected were analyzed using the statistical tools of frequency counts, simple
percentage for the descriptive analysis while inferential statistics of
Chi-Square (X2) was used to test all the stated hypotheses at 0.05 level of
significance with the aid of the statistics package for the social sciences
(SPSS 20.0). A total number of 150 copies of questionnaires were administered
to the respondents, while a total of 143 copies were properly filled and
returned for the data analysis. The population of the study is made up of 10
public secondary schools in Ojo Local Government Area (LGA) of Lagos State. The
objectives of the study were to evaluate the factors underlying student’s
academic performance in secondary schools in Lagos State vis-Ă -vis personality
traits characteristics of extraversion, agreeableness, conscientiousness,
neuroticism, and openness. Among other things the key findings revealed that
extraversion personality is significantly related to students’ academic
performance in secondary school in Lagos State, conscientiousness personality
is significantly related to students’ academic performance in secondary school
in Lagos State, andthat neurotic trait is negatively related to students’
academic performance in secondary school in Lagos State. the study recommended
that teachers should construct learning environments that take into consideration
students’ individual differences and strengths.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Students’
academic performance has remained as a major issue among teachers, parents,
school administrators, students and the society at large. Attempts have been
made by researchers to unravel the complexities surrounding students’ academic
performance. Psychologists have put forward a lot of reasons why these
disparities in academic achievement exist. A lot of attention had been paid to
external factors such as type of school, teaching methods, school location,
instructional materials, study habits, teachers qualification and experiences,
and so on.
In a bid to
overcome the pains and agonies which follow poor academic performance for the
students, many parents spend lots of money to secure good schools either for
their children and those parents who can afford it even invest on education
abroad as they believe this will enhance academic achievement.
Opinions
vary as to why some students excel academically while others appear to be
underachievers. Many psychologists and educationists have consistently
attempted to identify the major predictors of individual academic performance.
Factors such as intelligence, self concept, gender, study habit, maturation,
home background, amongst others, child rearing patterns, peer group influence,
socio-economic background and learning environment just to mention a few, have
been extensively explored as being responsible for academic achievement,
especially in secondary school students. A major factor that is believed to be
responsible for academic achievement in students is their personality traits
(Eyong, David and Umoh, 2014).
Traits
Theorists have tried to identify the major traits that characterize personality
and at length impacting on students’ academic performance. This is not
unconnected to the fact that understanding the factors influencing academic
performance has always been a great concern for counselling and educational
psychologists. Many researchers tend to be anxious to know in advance who will
perform well or not in any academic activity. Thus, identifying the factors
determining academic success has remained largely a fundamental concern for the
purpose of developing an education curriculum aimed at improving levels of
academic performance for secondary schools in Nigeria.
Early
research works have overly emphasized cognitive ability as a major determinant
of academic performance (Harris, 1940; Elshout and Veenman, 1992). Even though research has proved that
cognitive ability is one most important determinate of academic successes, some
schools of thought still maintain that cognitive ability factors alone cannot
account fully for individual differences in academic performance. On this
fence, Furnham, Chamorro-Premuzic, and McDougall (2003) posited that there are
other factors like personality traits, aside cognitive ability that account for
the variation evident in students’ academic performance(s). The reason being
that cognitive ability reflect what a student can do, whereas personality
traits may reflect what a student will do in this vein, many researchers are
beginning to take more keen interest on how personality traits relates to
academic success.
Personality
characteristics have been studied in the psychological literature for several
decadesdue to their impact on several psychosocial outcomes of individuals
including motivation andacademic achievement. The most widely studied
personality characteristics are those in the BigFive personality model
(Goldberg, 1999) and it is assumed the personality characteristics cluster
around five factors, namely; Extraversion, Agreeableness, Conscientiousness,
Neuroticism, and Openness.
Individuals
who are high on the trait conscientiousness are usually disciplined, organized,
and achievement oriented whereas those who are high on extraversion are usually
sociable, assertive and talkative. Individuals who are high on neuroticism tend
to be emotionally unstable, anxious and impulsive whilst individuals who are
high on openness tend to have preference for novelty and are also
intellectually curious. Finally, individuals who are high on agreeableness tend
to be sympathetic, cooperative and very helpful to other people (Komarraju,
Karau, Schmeck and Avdic, 2011).
While a lot
of research has been conducted in Europe and other Western countries, few
studies have related personality to academic performance in adolescents and
younger children in secondary schools in Nigeria. Hence, this study seeks to
investigate the influence of personality traits on students’ academic
performance in secondary schools in Lagos State.
1.2 Statement of the Problem
A large
chunk of literature lexicon claim that students’ academic achievement are
predictablely based on students’ school and home factors, in this way little
attention is given to other factors such as personality traits factors,
psychological and sociological factors. Calls to mind, several studies
conducted by psychologists and educationists have shown that personality traits
factors play a key role in influencing student's academic performance
(Rosander, Bäckström, Stenberg, 2011; Conrad, and Party, 2012).
Majority of
the studies on the correlates between personality traits and students’ academic
performance were done outside Nigeria. These studies particularly were
conducted in the developed countries. Research on personality traits and
students’ academic performance are currently very few in Nigeria. Moreover,
most of the studies conducted in the home font by Adeyemi and Adeyemi (2014),
Eyong, David and Umoh (2014), Amadi, Ogadimma and Tunde (2015) and Litvinova,
Balarabe and Mohammed (2015) were largely theoretical in approach whose
conclusion were subjectively influenced by the researchers’ assumption. Hence,
it is noted that the past studies did not give adequate empirical attention to
the correlates between personality traits and students’ academic performance in
Nigeria. Therefore, the undertaking of this research work will fill in the gap
by critically exploring the influence of personality traits on students’
academic performance in secondary schools in Lagos State.
1.3 Purpose of the Study
The general
objective of this study is to explore the relationship between personality
traits and students’ academic performance in secondary schools in Lagos State.
Other specific objectives are:
i.
To examine the effect of extraversion personality characteristics on
students’ academic performance
ii.
To investigate the effect of conscientiousness personality factor on
students’ academic performance
iii.
To explore the link between neuroticism trait and students’ academic
outcomes in secondary school in Lagos State
iv.
To find out whether agreeableness trait factor is related to students’
academic achievement.
v.
To examine the influence of openness trait factor on students’ academic
performance.
1.4 Research Questions
This study
was guided by the following research questions:
a) What is the effect of extraversion
personality characteristics on students’ academic performance?
b) What is the effect of conscientiousness
personality factor on students’ academic performance?
c) To what extent will neuroticism trait
factor impacts on students’ academic outcomes in secondary school in Lagos
State?
d) How is agreeableness trait factor related to
students’ academic achievement?
e) What is the influence of openness trait
factor on students’ academic performance?
1.5 Research Hypotheses
The research
was intended to test the following hypotheses:
Ho1: There is no significant relationship between
extraversion personality
characteristics and students’ academic performance.
Ho2: There is no significant relationship between
conscientiousness personality
factor and students’ academic performance.
Ho3: There is no significant relationship between
neuroticism trait and students’
academic outcomes in secondary school in Lagos State.
1.6 Significance of the Study
Despite the
fact that much research has been conducted on the correlates between
personality traits and students’ academic performance, the resultant effect of
extraversion, agreeableness, conscientiousness, neuroticism, and openness
personality characteristics on perceived academic performance of students in
secondary school in Lagos State have not attracted much scholarly attention as
has been done in the developed countries of the world. Thus, this study will be
of great significance as it will add to the already existing scanty literatures
on the subject matter in the Nigerian context.
Introvert
and extrovert personality of an individual is very important in interpersonal
influence on other people, especially students academically. This study hopes
to bring awareness to the responsible party in institution of education about
anxiety problems faced by students to enable action to be taken.
On
conclusion of the study and findings and recommendation made, parents and
teachers in secondary schools should be enlightened on the need to better
manage students’ personality characteristics to ensure better learning and
academic performance.
The outcomes
of this study will be of significant importance to students, future researchers
and scholars especially in the field of education and psychology.
The findings
of the study would be significant to policy makers and implementers at large,
as they would make use of the findings and recommendations provided.
1.7 Scope of the Study
The study
encompasses the relationship between personality traits and students’ academic
performance in secondary schools in Lagos State. Personality traits
characteristics covered in this research study are extraversion, agreeableness,
conscientiousness, neuroticism, and openness. The study is limited to Education
District V of Lagos State where sample will be drawn and generalization made to
cover the country as a whole.
1.8 Limitations on the Study
The
researcher faced series of challenges while conducting this research study of
which was lack of adequate fund, this points to the fact that the researcher is
not yet earning money but rather depend on family supports.
Another
factor that almost marred the success of the study was time factor. The researcher
was needed to go to the field, libraries and write the report and submit at the
required time also constituted a major constraint to the researcher study.
On the
whole, academic stress added to the problems but the researcher made the best
efforts in optimizing the available resources and information without allowing
the limitations to make the researcher lose sight of the quality of the
objective of the study. In essence, these limitations do not impinge on the
validity of the result of this study.
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