PERSONALITY TRAITS EFFECT ON WRITTEN AND PERFORMANCE TASKS: BASIS FOR INTERVENTION PLAN
Pazangelene A. Villaruben
Teacher I, Laguna State Polytechnic University
This study was conducted to determine the personality traits of Grade 10 Students in overcoming the summative assessment. Specifically, this research sought to determine the personality traits among the respondents with the use of Eysenck Personality Questionnaire to identify the relationship between studentâ€™s different personality trait and their academic performance. The research design used in this study was descriptive method of research that utilized quantitative approach in gathering necessary data from the respondents. The respondents were composed of Grade 10 students of Majayjay District, Division of Laguna. The Student were sought to answer the adapted questionnaire to determine their personality traits and to choose their preferred assessment from the checklist of summative assessment prepared by the researcher. Percentage, Mean, Standard Deviation and simple linear regression analysis were applied as statistical test to achieve the objectives. The population of the study was 425 Grade 10 Students; random sampling technique was employed in selecting one hundred thirty-five (135) students from four (4) Junior High School in Majayjay District. The result showed t-value of 17.796 is significant at 0.000 probability level. The F-value of 8.835 is significant with a p-value of 0.004. This means that the studentsâ€™ personality trait is significantly correlated with their scores in the written tasks. However, there is no significant relationship between personality traits and performance task. The performance task F-value of 0.036 is not significant with a p-value of 0.850. It means student personality traits has no significant relation in the academic performance particularly in terms of performance task. Based on the findings of the study, it is concluded that the personality traits of Grade 10 students have significant effect to students written performance task, but does not have significant effect neither have an impact to studentâ€™s performance task. It was found out that Grade 10 students who are introvert and extrovert both perform excellently in terms of performance task. In terms of written task, introvert students perform excellently, while extrovert students perform very satisfactory. More over most of them had excellent academic performance. According to the overall sample, Grade 10 studentâ€™s personality traits was not responsible for their low and high academic rating in terms of performance task assessment. On the other hand, their personality traits are responsible for their low and high academic rating in terms of written task. The researcher highly recommends that: every school, both public and private, may make every effort to establish a counseling program unit in which students are enlightened to understand their personality traits, allowing them to become more enthusiastic about their academic activities; parents may not regard introverted students as academically inferior to their extroverted counterparts; rather, they may view the difference in personality traits.; teachers may know how to address the difference in the studentâ€™s personality traits by giving various form of activities.; and the extrovert students may be provided teaching and learning facilities that help improve their academic performance in terms of written task.
Journal Name :
EPRA International Journal of Multidisciplinary Research (IJMR)
Published on : 2021-06-23