Perceived Impact of Personality Traits on the Academic Performance of Students in Biology
DOI:
https://doi.org/10.22159/ijoe.2024v12i2.50360Keywords:
personality traits, performance in Biology, gender, five-factor modelAbstract
The study examined the perceived impact of personality traits on the academic performance of biology students in Makurdi, a local government area of Benue State, Nigeria. Three research questions were raised and two hypotheses were also formulated and tested. The research design adopted for this study was a descriptive survey design. The study sample comprises 384 students who were randomly selected from the total population of 9,748 students of the 20 government secondary schools in Makurdi Local Government Area of Benue State, Nigeria. The instruments used for data collection in this study were the Five-Factor Inventory Questionnaire (FFIQ) for personality traits and “The Biology Performance Test (BPT)” for academic performance. The data were analyzed using mean and standard deviation to answer the research questions, while ANOVA statistics and t-tests were used to test the hypotheses at a .05 significance level. The findings revealed that there was no significant mean difference in the five personality traits of students and the personality traits of Biology students had no significant relationship with their performance in the subject. Also, there was no significant difference in the mean performance of students in each of the five personality traits based on gender. The findings further revealed no significant difference in students’ personality traits according to gender and no significant difference in the performance of students who were offered biology according to gender. This study recommends that Special attention be paid to improving the performance of students in Biology in Makurdi to strike an association between the traits. Also, male and female students should be given equal opportunities in biology since there is no gender difference in their personality traits and academic performance.
Downloads
References
Aba, Y. A., & Isa, A. M. (2019). Relationship between personality traits and academic achievement among NCE students. African Scholars Journal of Contemporary Education Research, 15(8), 158–165.
Abakpa, V. O., Achor, E. E., & Odoh, C. O. (2016). Effect of laboratory strategy on senior secondary students’ achievement in Biology. Journal of the International Centre for Science, Humanities & Education Research, 2(2), 68–75.
Achor, E. E., Kyado, J. J., Ejeh, E. E., & Eba, K. I. (2023). Perceived influence of test anxiety on the academic performance of secondary school students in physics. Journal of Research in Science and Mathematics Education, 2(2), 102–116. https://doi.org/10.56855/jrsme.v2i2.495
Alexandros, G. S., Christos, C. F., & Konstantinos, C. F. (2013). The relationship between personality type and academic performance. The case of Greek university’s student. In Proceeding of the 3rd International Conference: Quantitative and Qualitative Methodologies in the Economics and Administrative Sciences, Athens, Greece, 23 May 2013 (pp. 333–344). https://www.researchgate.net/publication/257617291_THE_RELATIONSHIP_BETWEEN_PERSONALITY_TYPE_AND_ACADEMIC_PERFORMANCE_THE_CASE_OF_GREEK_UNIVERSITY’S_STUDENTS
Ali, S., Haider, Z., Munir, F., Khan, H., & Ahmed, A. (2013). Factors contributing to the students academic performance: A case study of Islamia University Sub-Campus. American Journal of Educational Research, 1(8), 283–289. https://doi.org/10.12691/education-1-8-3
Aneke, J. C., & Akpusugh, R. A. (2022). Influence of learning environment on the academic performance of secondary school students in Makurdi Metropolis. Science Open Preprints. https://doi.org/10.14293/S2199-1006.1.SOR-.PPFNKIF.v1
Benue State Teaching Service Board. (2023). Planning research and statistics. Ministry of Education.
Chukwu, J. C., & Arokoyu, A. A. (2019). Effects of jigsaw-puzzle instructional strategy on secondary school students’ performance on growth as a concept in Biology in Abia State. Advances in Research, 20(1), 1–6. https://doi.org/10.9734/air/2019/v20i130148
Colquitt, J. A., lePine, J. A., & Wesson, M. J. (2009). Organizational behavior: Improving performance and commitment in the workplace. McGraw-Hill.
Costa, P. T., & McCrae, R. R. (1992). The five-factor model of personality and its relevance to personality disorders. Journal of Personality Disorders, 6(4), 343–359. https://doi.org/10.1521/pedi.1992.6.4.343
Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school level. Journal of Quality and Technology Management, 7(2), 1–14.
Fehintola, S. (2014). The family ecology of boys’ peer relations in middle childhood. Child Development, 61(8), 74–892.
Goni, U., Wali, Y. S., Ali, H. K., & Bularafa, M. W. (2015). Gender difference in students’ academic performance in colleges of education in Borno State, Nigeria: Implications for counselling. Journal of Education and Practice, 6(32), 1735–2222.
Lambert, A., & Etim, P. (2022). E-examination and academic performance of Biology students in Akwa Ibom State College of Education, Afaha Nsit- Nigeria. Journal of Educational and Learning Studies, 4(1), 1–9. https://doi.org/10.32698/0822
Narad, A., & Abdullah, B. (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12–19. https://doi.org/10.21659/rupkatha.v8n2.02
Nnamani, S. C., & Oyibe, O. A. (2016). Gender and academic achievement of secondary school students in social studies in Abakaliki urban of Ebonyi State. British Journal of Education, 4(8), 72–83.
Obilor, E. I. P., & Sakpege, M. P. (2022). Influence of students’ personality traits on academic achievement of students of public senior secondary schools in Rivers-East Senatorial District. International Journal of Innovative Psychology & Social Development, 10(1), 74-87.
Porto, A. (2013). Definitions and classification of NANDA nursing diagnoses. NANDA International, 68(4), 603–609.
Rono, R. (2013). Factors affecting pupils’ performance in public primary schools at Kenya Certificate of Primary Education examination (KCPE) in Emgwen division, Nandi District, Kenya [Masters’ thesis, University of Nairobi, Kenya]. University of Nairobi. http://erepository.uonbi.ac.ke/handle/11295/52949
Singh, S. P., Malik, S., & Singh, P. (2016). Research paper factors affecting academic performance of students. Indian Journal of Research, 5(4), 176–178.
Stat Analytical. (2019). Causes of academic failure. Statanalytical. https://statanalytica.com/blog/causes-of-academic-failure/
Unity, O., & Igbudu, U. (2015). Influence of gender on students’ academic achievement in government subject in public secondary schools in Oredo Local Government Area of Edo State, Nigeria. Journal of Educational and Social Research, 5(2), 101-106. https://doi.org/0.5901/jesr.2015.v5n2p101
Vedel, A. (2014). The big five and tertiary academic performance: A systematic review and meta-analysis. Personality and Individual Differences, 71, 66–76. https://doi.org/10.1016/j.paid.2014.07.011
Wang, H., Liu, Y., Wang, Z., & Wang, T. (2023). The influences of the big five personality traits on academic achievements: Chain mediating effect based on major identity and self-efficacy. Frontiers in Psychology, 14, 1065554. https://doi.org/10.3389/fpsyg.2023.1065554
Published
How to Cite
Issue
Section
Copyright (c) 2024 Emmanuel E. Achor, Esther E. Ejeh, Babatunde S. Kayode, Veronica F. Adache
This work is licensed under a Creative Commons Attribution 4.0 International License.
