Group 1

Research Title: “Correlation Between the Personalities of PUP Grade 12 ABM Students to

Their Academic Standing”.

I. Foreign Study

Educational researchers and psychologists are trying to come up with a clearer

understanding if there is a real relationship between students' academic standing and personality

through conducting a research in this matter. Personality refers to the students' characteristics

with others in terms of their patterns of thinking, feeling, socializing, and behaving within the

school. Personality is also considered as one of the essential factors in determining whether a

student acquires effective learning from a certain topic or discussion (Lawrence, 1997; Myer et

al, 1998). This personality which a student possesses will shape him or her personally and

academically. On the other hand, through academic performance, academic achievements of a

student will be measured. It also deals with the ways how he accomplish certain tasks related to

his course of actions. There are many factors which affect students' academic performance inside

the classroom. This include the personal, social, economic, psychological, and academic

environmental factors. However, the impact came from these factors may vary from one student

to other based on their personality (Rajapakshe, 2017). Academic achievement is considered as

one of the vital criteria to prove that a student is really acquiring a quality education (Hejazi,

2011). A study conducted by Nesrin (2013) concluded that personality is significantly correlates

with the academic performance of an individual student. This statement supports that an

individual's learning orientation and his or her approach to learning is greatly affected and

determined by his/her personality. A wide range of reasearches who conducted studies with
regards to this have discovered how individuals differ with each other through the five broad and

distinguishable domains. These are euroticism, extraversion, openness to experience,

agreeableness, and conscientiousness. Extraversion refers to the degree to which people want to

experience sociability, positive emotions, and high activity. Agreeableness is associated with a

disposition toward nurturance, altruism, trust, and friendly compliance. Conscientiousness has to

dowith the will to achieve, self-control, persistence, and dependability. Neuroticism refers to the

de-gree to which people experience negative emotions. Openness to experience is associated

with areceptivity to new ideas, a preference for varied sensations, and intellectuality (Karataş,

2015). As discussed in the study conducted by Hakan Karatas in 2015, academic procrastination,

personality traits, and academic achievement have significant positive correlation with each

other. He concluded that personality traits have strong relationship with academic achievement.

Among the effective factors that need to be considered in order to provide a prevalent

development in students are the continous improvement of the quality of education being served

to them, investment to human resources whom they can rely on their growth personally and

academically, and their personality.

On the study “The Relationship of Personality Traits and Different Measures of Domain-

Specific Achievement in Upper Secondary Education” conducted by Meyer, J. et al. on 2018, the

went deeper with the possible association of personality traits with academic achievements of

upper secondary education. They use two domains and three different achievement measures and

found that conscientiousness was related to grades and final exams in both domains. The two

domains were Mathematics, and English which served as the foreign language. As they aim to

come up with a reliable result, they gathered the student’s grade and test that served as the first

measure, they created their own method by giving final exams to the students following the
school-based exam which they also use as the third measure. From their detailed and deep

understanding of the probable relations of the variable and domains, they concluded that the

complexity of the subject leads to a positive relation between the personality and the

achievement of the upper secondary education.

Art students are moody, aspiring lawyers are selfish, pre-med students are sociable and

economists are untrustworthy, according to the study's author.

If you’ve ever thought students studying certain subjects have particular personality

attributes, turns out you’ve been right all along if this one new study’s results are anything to go

by.

When it came to neuroticism - which was characterised by moodiness, irritability, and

emotional instability - Dr Vedel found arts and humanities students scored “consistently high”

when compared with all others, with budding psychologists coming a very close second. Those

in the field of economics and business had, on average, lower scores than the others.

Extroversion - characterised by sociability and assertiveness - found economics, law,

political science, and premedical students scored higher when compared with arts and

humanities, and other sciences students, highlighting how lawyers and doctors are, indeed,

‘people persons’.

Openness - which looked at creativity and the ability to posses a wide range of interests -

showed how humanities, arts, psychology, and political science students - on average - scored

higher than their peers. On the other hand, those studying economics, engineering, law, and other

sciences scored lower.

 Agreeableness - based on being trustworthy and selfless - found students of law,

business, and economics unsurprisingly scored a lot lower than other groups.

Conscientiousness - the tendency to be organised, focused, and thorough - displayed how

“arts and humanities scored consistently lower than other academic majors,” backing up the

stereotype that those in this field are flippant and less-organised (apologies to all arts students out

there).

By taking into account “general personality characteristics of student populations,” Dr

Vegel wrote in the review: “Teachers and instructors may be better equipped to the task of

structuring the learning environment in a way that engages the students, makes them feel

comfortable, and facilitates their learning process.”

According to MailOnline, author Dr Vedel said she was not arguing the results should

play a major role in either guidance or selection, and said: “It might provide some inspiration for

students that are in doubt about study choices and want to make a choice based on more than

abilities.

There are many personality types but there are two dominant personalities that many

people know about: extroversion and introversion. Extroverts are known to be outgoing and

sociable while introverts are known to be shy and quiet. Based on the prediction of the theory of

person-situation interaction, extroverts are comfortable and work best when put into groups

while introverts adapt best when working individually.

Dr. A.S. Arul Lawrence and A. John Lawrence conducted a study entitled, 'Personality

Type and Academic Achievements of Secondary School Students' to know if there is a

significant relationship between personality types and academic achievements of students. The

researchers gathered information about the students' academic achievements and personality type

through their background variables -- gender, residence, medium of instruction, nature of

management and family size. After the procedures and method have been done, the study reveals

that most of the respondents are ambient, few are introverts and there are no extroverts found on

the students. The study found out that there is significant relationship between personality types

and academic achievement in some variable while on some categories, there is no significant

relationship between the two. The researchers wanted to emphasize that students' personalities

have influence on their academic achievements thus suggest that children should be given

healthy orientation and support with regards to their personalities in order for them to be

developed.

In the study according to Melissa Locker (2014), succeeding at school isn’t all about

proving yourself to be an intelligent one, yet, personality takes place too. Arthur Poropat, a

lecturer in psychology, found out that the best indicator of academic achievement is the

personality traits an individual possessed rather than getting high score in quizzes and exams. He

also stated that students who are conscientious, open and emotionally stable are most likely

to be the successful at their studies. As these personality traits help them in assessing the

plans, having a wider imagination and curiosity and of course being stable and calm in

every situation they might encounter.

II. Foreign Literature

According to Allport, personality is the dynamic organization within the individual of

those psychophysical systems that determine his unique adjustments to the environment.

Nowadays, researchers do support the idea that through evaluating personality traits it became
the predictor of the academic achievement of a student. First, it has been suggested that

personality traits which are reflected in behavioral tendencies of a student affect certain habits

that can contribute great effect to the academic success of a student (Geramian, et al., 2012). As

what Rothstein, Paunonen, Rush, and King (1994) argued that the evaluation of academic

achievement in different programs are greatly influenced by characteristic modes of behavior

such as perseverance, conscientiousness, talkativeness, dominance, and so forth, student's

differences in his personality with others can be related to scholastic success. Changes in

students' achievements depends on the personality they showed inside the classroom. It has been

found that as compared to reflective learners, active learners experienced many difficulties in

adapting to mismatch courses (Liu & Graf, 2009). According to Caspi, Robert, and Shiner, the

association between personality and academic achievement are correlated. For example, some

students choose to be more of extroverted because it reflects their personality; when achievement

criteria and personality characteristics overlap, personality and academic achievement may be

directly related (Hejazi, 2011). According to the study conducted by Dunsmore (2005), relates

higher levels of extroversion to higher academic achievement among elementary school students,

and to lower academic performance at higher level. This only proves that when a student who is

more extrovert tends to get higher achievement in lower level. However, Furnham, Zhang, and

Chamoro stated that being an extrovert type of personality has nothing to do with the academic

achievement. They believed that these type of students tend to spend their time in socializing

(Hejazi, 2011). The results of present study make an essential contribution to understanding by

identifying a number of connecting links between personality and academic performance. Future

research would possibly expand the understanding of the intricate nature of academic

performance by exploring different but related factors (such as self-efficacy) as well as

environmental factors such as socioeconomic status or different other institutions as predictors of

academic performance (Siddiquei and Khalid, 2018).

In the journal published in iMedPub journals by Al-Naggar, R. et al. from International

Archives of Medicine, Psychiatric and Mental section in Malaysia on 2015, they assessed the

relationships of the personalities to the academic achievements of Malaysian health sciences

students. They identified the big five framework of personalities as openness, consciousness,

extraversion, agreeableness and neuroticism. Academic achievements were gained from the

individual’s GPA (Grade Point Average). Based on the published reading, the big five

personalities are really relevant in all performance measures. This indicate that there is a

relationship between the acknowledged personalities to the academic performance of the

students. Similarly, consciousness (which belongs to the big five personalities) is known for

having the greatest contribution to the student’s academic motivation together with achievements

in a regular and traditional class setting. Al-Naggar together with his team, concluded that there

is a direct relationship with the variables given namely, the big five personality and the level of

academic achievements of health sciences students in Malaysia.

Although there is substantial evidence on how personality constructs are predictors of job

performance, there is less systematic evidence of how personality characteristics relate to success

in the interviewing process. According to a research, Extraversion, Openness to Experience, and

Conscientiousness were positively related to the use of social sources (e.g., talking to others) to

prepare for interviews. Conscientiousness was positively related to the use of non-social

preparation. Use of social sources for preparation for initial interviews was positively related to

the likelihood of receiving follow-up interviews and job offers. The results suggest that

personality is related to interviewee's success in part through actions taken well before the
interviewing process begins and in part through the interviewers' inferences of the applicants'

personality during the interview. (CALDWELL and BURGER 1998).

In another study, the authors developed and tested a model of performance in job

interviews that examines the mediating role of interviewing self-efficacy (job applicants’ beliefs

about their interviewing capabilities) in linking personality and biographical background with

interview success. Extraversion, Conscientiousness, and leadership experience influenced

interview outcomes indirectly through the more proximal effects of self efficacay. (Tay et al,

2006).

Noftle and Robins 2007 and Poropat 2009 show that the Big Five, especially

conscientiousness, these traits are associated with typical high performance in routine conditions

that surround job tasks and also have higher organizations commitment (Colquitt, 2009), predict

academic achievement, including grades and standardized test scores.

An article that was written by Edward Markwei Martey in 2016 states that there is a

relationship between the conscientiousness, agreeable and openness of a student in terms of the

academic performance. Highly conscientious student said to perform better than others and

consider as one of the most consistent personality indicators of academic performance. Students

who are agreeable viewed to have good socialization as they exchange information and learn

from each other that make them perform much better. Also, openness to experience and intellect

make them to think and work critically on the tasks and activities. Achieving in academics has

something to do with the student’s conscientiousness, agreeable and openness that helps them

excel and execute as to their best compared with those nervous, moody and exaggerated or the

students who are neurotic.

 One of the contributing factors that greatly affect the students' academic performance is

their personality. Introverts and extroverts, as well as ambiverts, have different learning styles

and coping mechanism with regards to academe. Introverted students, enjoy most of their time

doing things on their own rather than in groups. On the other hand, extroverts have good

socializing skills which enables them to work effectively in groups. Meanwhile, ambiverts, are

combination of both. Each of these personalities has different strategies in learning.

According to Instructor Laura Gray from her lecture entitled 'Effect of Introversion &

Extroversion on Learning', most schools cater extroverted students since education system

nowadays prioritizes school participation such as performance tasks, recitation and group works

which extroverts are comfortable doing so . They are more likely to participate during class

discussions through reciting. They can learn easily because they are good in interacting with

others. They thrive on being part of the groups, and sometimes thrive to lead their team as well.

In contrary, the activities mentioned above are those school activities that most introverts wanted

to avoid. They prefer individual activities, especially those activities that include writing. They

enjoy working alone. Unlike extroverts who struggle working on a secluded places, introverts are

comfortable doing things in silence. Since both personalities have different learning styles,

teachers/instructors must create activities that would be beneficial for both.

III. Local Study

 The most prevalent culture being observed inside the classroom is that being a loud,

active, and sociable student is commonly equated to the leadership and success. In this matter,

success and outstanding merits are predominantly achieved by talkativeness. This is why, a lot of

educators try to fix reserved or most often regarded as quiet students, well in fact, it indicates a

psychological damage for they did not able to recognize the different personalities of their

students. Extroversion includes such related qualities as gregariousness, assertiveness,

excitement seeking, warmth, activity, and positive emotions (Senechal, 2011). People often

perceive extrovert type of people as more leader-like, better team players, fast thinkers–and

therefore reward them with higher positions and it appears that they are the smartest among class

(Labayen, 2018). Susan Cain, a TED speaker, quoted in her talk that, "We perceive talkers as

smarter…even though grade-point averages and SAT intelligence scores reveal this perception to

be inaccurate.” She also included in her book that the ideal student for most of the teachers is the

extrovert type. Psychologist Alfred Adler made a concept of Inferiority Complex, which made

introvert type of students felt inferior. According to the book of Carl Jung entitled Psychological

Types, he stated that introverts are drawn into the inner world of thought and feeling on the

contrary, extroverts are dependendent to the external life and in socializing with people.

Introverts recharge when alone, they usually find themselves in solitude while extroverts get

their energy from socializing. A lot of introvert people love reading, solitary engagement in a

hobby, and daydreaming (Labayen, 2018). “Most inventors and engineers I’ve met are like me–

they’re shy. They’re almost like artists…and artists work best alone.”(Wozniak, n.d). The

conclusion of the study is not to make comparisons between introverted and extroverted type of

student but to recognize that the more creative people tended to be socially poised introverts.
 In an article published in inquire.net by Audio, T. on 2016, she explained the

characteristics of being an introvert based from her own experience. She said that she tends to be

in the corner, silent and hates the spotlight to be on her. There is a great pressure on you when

you are an introvert. The society doesn’t recognize wallflowers and neglect the fact that

introverts are not really fond of interaction between people and they always stay silent despite

the external noises. She said that introverts were associated with the term loner, asocial, snob, or

“maarte”. In school, students who does not participate well are most likely considered

unintelligent. In worst situations, spotlight is being pointed at extroverts by teachers to give

attention to their silent actions. This gives the impression to the extroverts that they are superior

to the introverts, when is fact, nothing is above or below. This study will measure the

relationship of their personality to the academic achievement that they have in school. By this,

we could also abolish the misjudgment of the society to different personality and to pay attention

to what is really inside these characters.

A study aimed to determine the relationships of big five personality traits and students’

academic performance of College of Teacher Education at Laguna State Polytechnic University.

The results describe that openness, conscientiousness and extraversion show negative correlation

while agreeableness and neuroticism show positive correlation but the relationship between

variables are all weak such that the null hypothesis stating that there is no significant relationship

between the said variables is rejected with the p-value range from of 0.0001 to 0.0018 which is

lower than the level of significance of 0.05. A significant relationship was found between the

level of big five personality traits and of students’ academic performance. The results describe

that the trait reflects “open-mindedness” and interest in culture. High scorers tend to be

imaginative, creative, and to seek out cultural and educational experiences. Low scorers are more
down-to-earth, less interested in art and more practical in nature. Most of the students who have

taken this test, their score on this dimension is relatively low. The students score on

conscientiousness is about average. High scorers are methodical, well organized and dutiful.

Low scorers are less careful, less focused. In extraversion their scores is about average wherein

high in extraversion are energetic and seek out the company of others. Low scorers (introverts)

tend to be more quiet and reserved. In Agreeableness, student score on this dimension is about

average it reflects how they tend to interact with others. People high in agreeableness tend to be

trusting, friendly and cooperative. Low scorers tend to be more aggressive and less cooperative.

In Neuroticism which is relatively low, this trait reflects the tendency to experience negative

thoughts and feelings. High scorers are prone to insecurity and emotional distress. Low scorers

tend to be more relaxed, less emotional and less prone to distress. The researcher concluded that

all of the personality traits show significant relationship in the academic. Based on the

conclusions the researchers recommended instructors or teachers must take into consideration

those students’ traits as one of the factors affecting students’ performance. Seminars on

personality development and moral values may be conducted by the college to deepen the

students understanding on the importance of having good traits as future educators.

In the study conducted by Irish Trazona (2017), introverted individual uses less

stimulation coming from their environment to make them alert and active (Hans Eysenck).

Introverts mostly used the parasympathetic side of the nervous system or the “rest-and-digest”

side and usually reserves energy while taking off from their environment. It also said that they

are not risk-takers as they found different circumstances less exciting than extroverts do. They

usually have active intrapersonal communication and spend most of their time walking around

with lots of thoughts in their minds.

In addition, intoversion and shyness are commonly considered as same. Well, these two are

somehow similar but actually different from each other. Shyness is the fear of having negative

social judgment into you. An individual may shows shyness and introversion at the same time as

well as shy and being extroverted.

A study entitled 'Correlation between types of Personality and

Learning Styles of Selected Students of the

Polytechnic University of the Philippines: Basis for Learning Enhancement Program' explores

the relationship between personality traits and learning styles of the students. The researchers

decided to categorize the originally 16 personality factors of Cattell into four: Social, Personal,

Mental and Emotional, which has specific personality factors under each category. Social traits,

those traits that involeves interaction or relationship with others. Personal traits are those

attitudes and relationship with oneself. Mental traits are those traits involving logical and

thinking processes. Emotional traits are those traits that involves different emotions.

For the learning styles, the study based their variables on Honey and Mumford learning styles.

The learning styles are: Activists -- those who are open-minded and are active in groups;

Reflectors - those who are keen observers; Theorists, those who like to analyze and synthesize;

Pragmatists, those who are practical decision makers. After conducting personality tets and

providing learning styles questionnaire, the results revealed that there are no correlation between

social and mental traits and learning styles. However, the researchers found out that there is

correlation between emotional traits and activists. Lastly, personal trairs were correlated with

Pragmatists, Activists and reflectors. The results may be different from previous researches

which they based their research on, but it clearly shows that results may differ because of
different locale.

IV. Local Literature

Silence is deafening. Filipinos are known for being insufferable gossips. When they know

something juicy, they can’t help but want to tell it to other people. The flip side is that they would like to

avoid being the topic of such gossip; one of the surest ways to become one is to give off the impression

of being alone (FallenAngel, 2016). On the other hand, extroverts are seen as of the “better” nature.

Extroversion has long claimed its seat as king, and has established itself as a person’s preferred option

since childhood, and developed until adult life (Aranas, 2017). Life is tough for the introverts in school

with oral reports, speeches and group projects, they find themselves in a state of anxiety and discomfort,

forced to venture way beyond their comfort zones. But extroverts breeze through these assignments,

even taking the time to high-five everyone. It would seem that these classroom activities are tailored to

fit extroverts. Teachers sigh dreamily when a student confidently speaks in class, and shake their head

when one seems unable to cope with the activity. It is quickly established that the introvert is at fault for

struggling with, say, class recitation, because many teachers fail to understand that not all children are

the same, and that learning can take different routes. They cannot see the brilliance in introverts because

the latter do not express themselves in the same way as extroverts. They do not realize that these

assumed-to-be-shy students are merely keeping gems in their heads, and are just waiting for the right

moment to break their walls by themselves. Inspite of having a type of introvert personality they still

have the capabilities to lead and shape the world. It will take time to change the system, for introverts to

warm up. The world does not necessarily have to change for them, but discover their subtle yet awe-
inspiring skills. In the end, this seemingly extroverted world needs all kinds of people to function. It may

be overflowing with unique individuals, but there is still room for everyone to thrive (Aranas, 2017).

In our society today, it has been a profound opinion to say that if someone is an introvert, they

are always considered outcast, weirdos, lonely and so many more negative descriptions. They

underestimate one’s ability when they can sometimes be a wallflower. From the anonymous post

in getrealphilippines on 2016, it was stated that the toxic Filipino Culture is mistaken about the

introvert’s personality and characteristics. It was said that introverts can be good in their

performance in terms of art, physical objects, poems, reading, or sounds that require less

interaction with people. Likewise, the extroverts are flawed for their energy in every subject or

maybe their interaction or contact to other students and teachers. They are always identified to be

active and participative in physical activities and doings that need a personal interaction with the

people around them. There are living proofs of people who are introverts but excel in different

areas of learning. This only tells us that the mainstream thoughts of the society can be abolished

by examining the real performance of the student in a wide variety form including deep

understanding of their actions in different subject areas.

Distinct individuals show different emotional responses and attitudes in a different

environment. During transitions, students are required to adjust academically, socially and

emotionally. The personality trait, is a dynamic and structured set of characteristics owned by an

individual that uniquely influence his/her environment, cognitions, emotions and behavior in

different circumstances. With this, the researchers determined if there is a significant association

between the personality traits and the extent of adjustment in academic, social and emotional

domains of the grade-11 senior high school students of the University of the Immaculate

Conception. The researchers used a 50-item Big Five Factor Marker for personality traits and a
30-item researcher-made questionnaire for the Level of Adjustment with 256 respondents as

sample size from 763 total populations of senior high school students. After the test of significant

correlation the researchers found that conscientiousness and agreeableness has a significant

association on the academic, social, and emotional adjustment. This reveals that these

personalities have a relationship towards the senior high school students’ academic, social and

emotional adjustment, which implies that if a person scores high on conscientiousness and

agreeableness, he/she will be able to adjust well on generally on the three domains of adjustment.

Highly conscientious students tend to be organized and mindful of details. They plan ahead,

think about how their behavior affects others, and are mindful of deadlines. Students who are

high in agreeableness tend to be more cooperative while those low in this trait tend to be more

competitive and sometimes even manipulative.

According to an article written by Dr. Marissa L. Cadao-esperal in 2016, non-

intellectual variables like personality traits have connection with the academic performance and

intellectual achievement of students. The results showed that the level of conscientiousness of

students affect their average academic performances as they become competent, self-

discipline and deliberate. Same results were also valid with the level of agreeableness

which deals more on socializing, trusting and straightforwardness of students have

something to do with their achievements. Students have low level of agreeableness

suggests to be egocentric, narcissistic, antisocial and more likely choose to compete to

others rather than cooperate. On the other hand, neuroticism reveals a little correlation

with the academic performance, thus, attitude may have unfavourable effect on student’s

performances in school.
 Class participation is essential in education nowadays, particularly in the education

system in the Philippines . However, some students are not that participative during class

discussions because of their personality. These students are those who are introvert. Robert

Labayen in his article entitled 'Why are introverts underestimated?' stated why introverts' talents

and skills are unrecognized. Introverts tend to be quiet during discussions, they seldom voice out

their thoughts during presentations and brainstorming that's why their talents and skills are

overlooked. Labayen cited in his article the book of 'Quiet: The Power of Introverts in the World

that Can't Stop Talking' of Susan Cain, a Harvard Law School graduate and TED Speaker, who

is also an introvert. According to Susan Cain, western business culture prefers those people who

are more interactive and vocal about their ideas. Extroverts appear smarter mainly because they

have the confidence to speak out. It's no doubt that they are great in many ways. However, the

fact that extroverts are overrated in some ways while introverts remain misunderstood is a

complete fathom. Some introverts reacted with Ms. Cain's words and said that they are

misjudged as "lazy, stupid, slow, boring". She also emphasized that shyness and introversion are

not synonymous. She quoted, “Shyness is the fear of social disapproval or humiliation, while

introversion is a preference for environments that are not overstimulating.” According to Carl

Jung, who was the first to explain the concept of the extrovert and the introvert, introverts enjoy

the comfort of the inner world and regains their energy by isolation while extroverts are inclined

with the external life and finds their strength when surrounded by people. Susan Cain and Robert

Labayen, both introverts, express their thoughts about introversion not to intellectually compare

extroverts and introverts, rather, they are made to spread information about the said personality

and to create changes in the school, home and work.

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