Influence Of Personality Traits On The Academic Achievement Of Business Education Student

Project and Seminar Material for Business Education Students

Influence Of Personality Traits On The Academic Achievement Of Business Education Student


Abstract


This study was carried out to examine on the influence of personality traits on the academic achievement of business education students in Boki Local Government Area Cross River State. The study was set to find out whether openness to experience, conscientiousness, extraversion, agreeableness and neuroticism influences the academic achievement of students. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of business education students of some selected secondary school in Boki Local Government Area Cross River State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables.While the hypotheses were tested using Pearson correlation statistical tool, SPPSS v23. The result of the findings reveals that openness to experience influences the academic performance of students. Furthermore the result of the findings reveals that Neuroticism influences the academic performance of students. Therefore, it is recommended that among the five factors of the personality traits, higher level of openness to experience, conscientiousness and lower level of neuroticism should be encouraged among students. Likewise, students with higher level neurotic tendencies should be assisted through psychotherapy interventions. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective of the Study
  • 1.4 Research Questions
  • 1.5 Research Hypothesis
  • 1.6 Significance of the Study
  • 1.7 Scope of the Study
  • 1.8 Limitation of the Study
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

Personality refers to individual differences in characteristic patterns of thinking, feeling and behaving. The study of personality focuses on two broad areas: One understands individual differences in particular personality characteristics, such as sociability or irritability. Personality traits are the consistent traits of an individual which make him different from other individuals. The blend of personality traits is also important in predicting success in various domains.
The Five-Factor Model (FFM) of personality is one of the prominent models in contemporary psychology and defines personality in terms of five broad factors, namely, Neuroticism, Extraversion, and Openness to Experience, Agreeableness, and Conscientiousness. According to McCrae and Costa (1990), the Five Factor Model (FFM) is an organization of personality traits, and traits in turn are dimensions of individual differences in tendencies to show consistent patterns of thoughts, feelings, and actions.

Personality has been recognized as a determining factor on how people learn (Lawrence, 1997). Students tend to prefer learning environments consistent with their own personality type preference. Many scholars have accepted five-factor model of personality as a replicable and unifying taxonomy of personality (Digmans & Goldberg, 1993.) and have found personality traits to be significantly related to successful job and school performance, both logically and statistically (Hogan, Hogan & Roberts, 1996). Bandura (1997) posits that personality has its root in observational learning. He believes that must human behaviour are learned through modeling. The big five traits (extraversion, agreeableness, conscientiousness, neuroticism and openness) have been related to a wide range of behaviour including performance, academic achievement, leadership and well-being (Scott, 2010). Since Costa and McCrae first proposed the big five model, it has appeared prominently in many studies on educational performance. According to Colman (2006), personality is the sum total of the behaviour and mental characteristics that is distinctive of an individual.

Academic achievement or (academic) performance is the outcome of education, the extent to which a student, teacher or institution has achieved their educational goals. Academic achievement is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important.

Personality structure or features have been studied in the psychological resources for several years due to their impact on several psychosocial outcomes of individual including academic achievement and motivation. The most widely studied personality characteristics are those in the Big Five Personality Model (Goldberg, 2000) which are openness to experience, conscientiousness, neuroticism, extraversion and agreeableness among other dimensions. Openness refers to being intellectually inquisitive and having a strong desire to have variety (Komarraju & Karau, 2005). A great number of studies (Busato, Prins, Elshout, & Hamaker, 2000; Busato, 2000; Chamorro-Premuzic & Furnham, 2003; Zhang, 2003) associated it with higher achievement. Openness to experience, however refers to appreciation for art, emotion, adventure, unusual ideas, curiosity and variety of experience. It reflects the degree of intellectual curiosity, creativity and a preference for novelty and variety a person has. It also can be described as the extent to which a person is imaginative or independent and depicts his personal preference for a variety of activities, including his school routine which has significant influence on his academic achievement.


1.2 Statement of the Problem

The opinion of the public concerning the standard of education in Nigeria has become obvious following the annual release of the senior secondary certificate examination (SSCE) results, which have always revealed poor results of students, especially in the core subjects English Language and Mathematics (Wallis, 2000). It has been observed that personality traits such as openness, conscientiousness, extraversion, agreeableness and neuroticism influence students’ academic achievement positively or negatively. The negative effect has continued to persist and cannot be ignored. Students’ performances do not conform with the expectations of key stakeholders in the educational sector. In order to decipher factors responsible for these and academic achievements, the intelligentsia, or experts and researchers have studied different factors at different instances that could be responsible for poor academic achievement (Schunk, 2012). Different intellectual giants have provided measures to help in defeating these various problems. Some of the studies revealed student’s attitude towards school activities, school attendance, participation in instructional activities, interpersonal relationship with other learners and teacher and handling of instructional resources influences students(Revelle, 2013). Personality features of students may also determine study habits, submission of assignment and preparation for examination. Hence, there is still a lacuna in the knowledge of the influence of students’ personality traits on academic achievement in business education of which the current study seek to cover.


1.3 Objectives of the Study

The main purpose of the study is to examine the influence of personality traits on the academic achievement of business education student in Boki Local Government Area Cross River State. The specific objectives of the study are as follows:

  1. Find out whether openness to experience influences the academic achievement of business education students in Boki Local Government Area Cross River State.
  2. Find out whether conscientiousness influences the academic achievement of business education students in Boki Local Government Area Cross River State.
  3. Find out whether extraversion influences the academic achievement of business education students in Boki Local Government Area Cross River State.
  4. Find out whether agreeableness influences the academic achievement of business education students in Boki Local Government Area Cross River State.
  5. Find out whether neuroticism influences the academic achievement of business education students in Boki Local Government Area Cross River State.

1.4 Research Questions

The following are some of the questions which this study intends to answer:

  1. Does openness to experience influences the academic achievement of business education students in Boki Local Government Area Cross River State?
  2. Does conscientiousness influences the academic achievement of business education students in Boki Local Government Area Cross River State?
  3. Does extraversion influences the academic achievement of business education students in Boki Local Government Area Cross River State?
  4. Does agreeableness influences the academic achievement of business education students in Boki Local Government Area Cross River State?
  5. Does neuroticism influences the academic achievement of business education students in Boki Local Government Area Cross River State?

1.5. Research Hypotheses

The following null hypotheses were formulated and tested in this study:

  • Ho: There is no significant relationship between personality trait and students’ academic achievement in Business education.
  • Ha: There is a significant relationship between personality trait and students’ academic achievement in Business education.

1.6. Significance of the Study

This study will be of great benefit to the followings; students, teachers, school authorities, parents, educational policy makers, school counsellors, religious leaders, the government and the society at large.

  1. The Students: The findings and recommendations of this study will be of great benefit to the students who would be enlightened concerning the character they should put across in the society. This study will also afford the students, the opportunity to know the influence of personality dispositions on academic achievement of students. This study will also lead them to avoid those behaviours labeled as anti-personality dispositions among students in the school and the society. With the recommendations of the study, students would be able to identify the attributes of personality dispositions and their effects on their academic performances in school.
  2. Teachers: Would be beneficiaries of this study, because, the study will afford them the golden opportunity of knowing how to detect students who exhibit negative dispositions and how to tackle them or remedy them. With the findings and recommendations of this study, teachers would be able to know those activities that would enable them to remedy the bad behaviours of the students who are under their care and how to help them achieve high academic performances in the school.
  3. The School Authorities: With the recommendations of this study, the school authorities would be able to solve the problem of bad dispositions of students or adolescents in our tertiary institutions. This study also, will recommend to the school authorities all it takes to arrest the dwindling or negative behaviours of students in our schools and the society at large and how these negative behaviours affect the academic performance of undergraduate students.
  4. Government: Government would be opportuned to gather relevant information concerning adolescents’ negative life styles in the society. It will be of great help to the government, if this study is completed and the recommendations upheld. This is because, it will afford the government the opportunity to know how to go about solving the society’s problems which is mostly on youths’ personality dispositions.
  5. The Parents: Parents would also benefit from this study because, it will enable them to be able to know the characters of their students and wards and how to go about solving the perceived problems bothering on negative dispositions and the attendant poor academic performance of students. No doubt, the negative personal dispositions of the youths have been the major problems of the parents, the school and the society. The government is interested in solving the social and academic problems of youth in the society. Therefore, government will collaborate with parents and teachers to solve this problem of negative dispositions amongst the youths in our higher schools and homes.
  6. The general members of the larger society will be able to benefit from this study, because it will help them to know or identify the problems of negative dispositions amongst the youths and how to help in solving them.

1.7 Scope of the Study

This study will examine the influence of personality traits on the academic achievement of business education student in Boki Local Government Area Cross River State. Therefore the respondents covered business education students of some selected secondary school in Boki Local Government Area Cross River State.


1.8 Limitation of the Study

The only challenge faced by the researcher was finance. There was no fund to print as many as possible questionnaires for this study. However, the researcher was able to print out two hundred questionnaires for this study.


1.9 Operational Definition of Terms

Operational terms were defined according to the way they were used in the study thus:

Personality:

Personality is the total pattern of characteristic ways of thinking, feeling and behaving that constitutes the individual’s distinctive method of relating to the environment

Dispositions:

Dispositions may be defined as the sum total of an individual’s unique ways of responding to his environment which can be natural or acquired.

Personality Traits:

Personality traits are definite characteristics that typify an individual and make such person different from every other person.

Nature:

Nature refers to traits that are genetically transferred from parents to their offspring. These are physical characteristics an individual inherit from his parents.

Nurture:

Nurture refers to the environment in which an individual is brought up. It includes the physical circumstances of our birth, varying influences from the society as a whole and more importantly our families

Academic Achievement:

Academic achievement refers to an individual’s performance in an academic activity. It is the result of the assessment of an individual’s ability in accomplishing a task related to his studies.


1.10 Organization of the Studies

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the influence of personality traits on the academic achievement of business education in secondary school students in Boki Local Government Area Cross River State. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the influence of personality traits on the academic achievement of business education in secondary school students in Boki Local Government Area Cross River State. The study is was specifically set to find out whether openness to experience influences the academic achievement of students, find out whether conscientiousness influences the academic achievement of students, find out whether extraversion influences the academic achievement of students, find out whether agreeableness influences the academic achievement of students and find out whether neuroticism influences the academic achievement of students.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are business education students of some selected secondary school in Boki Local Government Area Cross River State.


5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

  1. Openness to experience influences the academic achievement of students.
  2. Conscientiousness influences the academic achievement of students.
  3. Extraversion influences the academic achievement of students.
  4. Agreeableness influences the academic achievement of students.
  5. Neuroticism influences the academic achievement of students.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

  1. Among the five factors of the personality traits, higher level of openness to experience, conscientiousness and lower level of neuroticism should be encouraged among students. Likewise, students with higher level neurotic tendencies should be assisted through psychotherapy interventions.
  2. Males and females students differ in their personal values and they process information in different ways; their personality traits are different and so is their understanding. It is therefore recommended for curriculum planners to inculcate methods of identifying gender personality traits, in secondary schools‟ curriculum development, since males and females are prone to certain types of personality traits for their academic success.
  3. Students with introvert personality type are quite, shy and as a result teachers overlooked them in class participation (activities). That is since these learners keep quite when teachers ask question in class, when teachers teach and forward questions, and then the teachers consider them as they are low participating learners. Hence, it is suggested here that teachers should have to make them active participant and then explore their ability to make them complete whole person in their academic wise.
  4. Seminars or workshop should be arranged for students and teacher about personality traits and their impact on students’ academic achievement. Because teachers should not assume that students are a homogeneous group and may need different types of psychological techniques in order to perform well.

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