Personality traits as determinant of English language academic performance among secondary school students in Cross State, Nigeria

Abstract

The study examines personality traits as determinant in English Language academic performance among secondary school students. It was conducted in some secondary schools spread across eighteen Local Government Areas (LGAs) in Cross River State, Nigeria. Six hypotheses were formulated and four instruments were used to generate data: International Personality Instrument Pool (IPIP) and English Language Academic Performance Test (ELAPT) were used to collect data from the seven hundred and ninety-six students randomly sampled as participants. The data was analysed with multiple regressions and analysis of covariance (ANCOVA). The finding revealed that there exists significant relationship between personality traits, gender differences due to personality traits and English Language academic performance. It was recommended that among the five factors model personality traits, openness to experience, conscientiousness, and low level of neuroticism should be encouraged, among students. Likewise, students with high level neurotic tendencies should be assisted through psychotherapy interventions. It is also recommended that teachers should consider gender differences due to personality traits among students since males and females are prone to certain types of personality traits for their academic success.