The Personality And Academic Achievement

The reputation And Academic workABSTRACT chemical intuition exploit is whizz of the major interests of educators. Educational psychologists make up been al paths concerned to identify the factors that locomote assimilators achievement. The emphasis continued to change and shift from one aspect to the other from time to time. The intend of this study is to determine the accomplishment of students personality and berth on chemistry achievement. Data were collected by self-prep ard survey instrument. The opinions of personally approached 780 second-string discipline students of g everyplacenment, semi-government and private school sectors were surveyed through stratified random sampling. Data was examine by calculating mean, and by applying one way ANOVA. The results revealed that Gender, Family Type, naturalise sectors, P arents Education, and Choice of Course have crucial effect on chemical science achievement. Findings of study similarly revealed that out of five s ub-factors of personality, the two sub-factors (Conscientiousness and Openness to Experience) effect substantively on students having 50-80% mark achievement in chemistry. From 81-90% the significant determinant of chemistry achievement is the sub-factor exercise pauperism and above 90% marks the significant predictor of interpersonal chemistry exploit is sub-factor indigence. The research volition benefit Educators, Curriculum developers, Teacher, Parents and students. Findings of the factors influencing academic achievement will help educators to develop fair academic curricula that can compensate for fill inn weaknesses a student might carry in the classroom, and those that can nurture a students strengths.Keywords emplacement towards chemistry constitution traits chemical science feat Openness to experience Conscientiousness Motivation accomplishment Motivation.IntroductionAcademic achievement represents the understanding of the student about different concepts and skills developed in different subjects. In most of the countries, parents usually desire that their children show soaring level of academic achievement which effects a lot of burden on children, teachers, schools and in general the whole education system. Thus the whole education system revolves round the academic achievement of students so, the schools set a lot of time for helping students to achieve high grades. Academic achievement may be influenced by different factors like intelligence, study habits, and attitudes of students, socio sparing status, motivation, opportunities, and different characteristics of their personality. Academic achievement is considered as a core standard to measure students total potential and capabilities of encyclopedism. Hence academic achievement occupies a rattling vital place in our education as tumesce as in the learn process. proceeding is the major outcome of education, the level to which a student, teacher has accomplished their educa tional goals. According to Crow and Crow (1964) academic achievement is reflected by the extent to which a skill or knowledge has been acquired by a person from the training imparted to him. Previous studies in science education revealed that students at all levels struggle to learn chemistry, but most of them remain unsuccessful (Herron, 1975 Nakhleh, 1992 Sawrey, 1990). companionship of the factors that influence academic success has important implications for learning and education. Academic success is potently influenced by individual differences in personality and attitude.Literature Re berth temperament and Academic AchievementPersonality is the basic area of study for psychologists. Hall and Lindzey (1991) state that personality may be lined in terms of characteristics or abilities, that are super representative of an individual and is an important part of the overall impression created on others. According to Pervin, and John (2005) Personality comprises of unique set of characteristics that define an individual feelings, way of thinking, and behavior. Personality is a person set of relatively stable characteristics that account patterns of behavior, in various situations each individual in rough ways is different and in some ways is unique. There is much concern about the science achievement of the students in high schools recently. Accordingly a strong emphasis is currently placed on improving the quality of science education (Morrel Lederman, 1998).A widely used personality model, McCrae and Costas NEO basketball team Factor Model, or Big Five Model (1990), comprises of Extraversion, Neuroticism, Conscientiousness, Openness to Experience and agreeability.Recent studies show that Big Five traits measurement is powerful enough to explicate a moderate percentage of the variance in academic achievement (Blickle, 1996 Rolfhus Ackerman, 1999). The relationship mingled with Extraversion and academic achievement shows that Extravert students perf orm divulge in primary schools where as introverts perform well in secondary schools and university (Eysenck Cookson, 1969). Introverts are benefited in pen exams, while extraverts have an advantage in viva voce exams (Chamorro- Premuzic Furnham, 2003a Furnham Medhurst, 1995).Table 2.1 Characteristics of Big Five Personality TraitsBig five traitsCharacteristicsSample ItemsExtraversionImpulsive, Ambitious, Social,Caring, optimistic, ConfidentI learn more than through cooperating and discussing with my classmates.AgreeablenessFriendly, helping, trusting,Kind, reconcilingKindhearted, Supportive.I realize that helping my classmates in chemistry benefits me.ConscientiousnessHardworking, Motivated,well organized, dutiful,achievement-orientedI strive to achieve excellence in everything I do.NeuroticismNervous, Sensitive,disturbed, confuse, flurryI cannot understand the imaginary concept of Chemistry.Openness to ExperienceOpen-minded, Inventive,Curious, Imaginative, InnovativeI am always willing to accept the new experiences of Chemistry.Neuroticism is the designer of fear, nervousness in stressful conditions i.e., exams (Hembree, 1988 Siepp, 1991). Neuroticism leads to poor self-concept (Wells Matthews, 1994) and low self-estimated intelligence (Furnham, Chamorro-Premuzic, and Moutafi, under review). Chamorro-Premuzie and Furnham (2003) found that Neuroticism may impair academic achievement or has no significant associations with academic achievement (Puklek Levpuscaron caron ek Zupancaron icaron 2009a).Openness to experience is significant predictor of academic achievement(Bratko et al., 2006 Laidra et al., 2007). Openness to experience and agreeableness are positively related to academic achievement (Lounsbury et al., 2003 Farsides Woodfield, 2003). Researchers have shown significant associations between Conscientiousness and academic achievement in school (Noftle Robins, 2007) because careful, organized, voicelessworking, and achievement-oriented st udents may expect to succeed in academic settings.Attitude and Academic AchievementOsborne et al. (2003) state that attitudes are the feelings, beliefs, and comforts held about an object, in terms of chemistry may be enthusiasm about chemistry, perceptions of chemistry, and the contribution of chemistry to society or scientists. Thus attitude play a vital role in fostering long-lasting learning and to determine students academic achievement. emotive characteristics are considered as an important domain of attitude so in this study we select seven affective characteristics that are motivation, interest, confidence, enjoyment, importance, anxiety and achievement motivation.Table.2.2 Characteristics of emotive Domain of AttitudeScaleDescriptionSample ItemEnjoymentFascinating, Exciting, Fun, pertaining, Attractive, CaptivatingChemistry lessons are interesting and fun to study.AnxietyWorry, Nervous, Fear, Confuse, UncomfortableChemistry usually makes me feel uncomfortable, nervous and confused.ImportanceUseful, beneficial, Advantageous, Helpful, AwareChemistry is useful if the topics are connected with our daily life. cheerAware, Curious, Like,I am interested to know about the new researches in chemistry.MotivationInspiration, Reinforcement, Stimulation, EncouragementWhen I fail in Chemistry course, it encourages me to try much harder to do well in Chemistry. trustSuccess, Sureness, Sef-relianceI am sure I can learn and can do advance work in ChemistryAchievement Motivation tip to which students are motivated to achieve their goals.I get good grades in Chemistry than any other subject.An examination of literature on attitude and chemistry achievement reveals conflicting results (Shibley et al., 2003 Turner and Lindsay, 2003). While some claim a low correlation between attitude and achievement, others claim the two are strongly positively correlated. Wei-nburghs (1995) meta-analysis of the research suggests that there is only a moderate relation between attitude and achievement.Previous researches show the effect of affective characteristics of attitude on academic achievement. Skaalvik and Rankin (1995), Egitimidergisi, (2007) found that motivation is correlated with academic achievement. Academic achievement is most likely to occur when learning is self-directed and students are motivated (Ryan, Connell, Deci, 1985). Furthermore, researchers have found that motivation leads to engagement in academic tasks, which is related to achievement (DeCharms, 1984 Dweck, 1986). Interest is an individual predisposition and a psychological state of mind, which is important for cognitive engagement, learning, and achievement (Ainley, Hidi, Berndorff, 2002 Pintrich Schunk, 2002). Krapp approach interest in two different point of views, Personal and situational interest. Personal interest is topic-specific, persists over time (Schiefele 1991). However, situational interest is aroused as a function of the interestingness of the event or object and it i s also changeable and partially under the control of teachers (Schraw, Flowerday, Lehman 2001). Interest is related to students devotion, goals, and depth of learning (Hidi Renninger, 2006). Interests increase when students feel competent, so even if students are not initially interested in a subject or activity, they may develop interests as they experience success. (Stipek, 2002). Whitfield (1979) reported chemistry and physics as the least enjoyable subject. Analysis indicates that there is significant mean difference between Grade 9 and Grade 10 students attitudes toward chemistry as a school subject on enjoyment and importance dimensions (Can Boz, 2012). Achievement motivation is correlated with academic achievement (Camara, 1986). Individuals academic achievement depends not only on their motivation to achieve but also on whether they expect to achieve and whether they fear failure. Students work hard when they perceive a reasonable chance to succeed than when they perceive a goal to be out of reach (Atkinson, 1964).Demographics (Gender, School Sector, Parents Qualification, Choice of Course) and Academic AchievementPrevious studies demonstrate that achievement in science is sex activity dependent. Male and female students achievement in science is significantly correlated (Schibeci and Riley 1986, Weinburgh 1995). Previous research revealed that boys outperform girls in science in most countries (Pinchas 1988, Wang Staver 1995). Gender differences in science achievement test scores have not typically been larger when compared. However, recent studies on gender differences in science achievement reported a change in pattern, thus reporting either no gender differences (Ventura 1992, Calsambis 1995) or girls outperforming boys in science (Young and Fraser 1990, Soyibo 1999). Fraser-Abder (1990) investigated the effects of gender, school-type (single-sex or coeducational schools, private denominational or government schools), parental occupation, and socioeconomic status on science achievement in Trinidad. Fraser-Abder found that girls scored significantly higher than boys on the science test. Zappala (2002) argue that the type of school a child attends influences academic achievement. Schools according to Sentamu (2003) are social institutions in which meetings of individuals are brought together to share educational experiences and such interactions may breed positive or negative influences on learners. Parents education is positively related to students academic achievement. This is digested by Dills (2006) and Owens (1999). Considine and Zappala (2002) Kwesiga (2002) reveal that School sector (public or private) is linked to academic performance of students.Parents who scaffold learning experiences and provide support to their children when needed early in childrens lives may prepare their children for school entry and provide basis for them to benefit from educational activities (Pianta Egeland, 1994 Pianta et al., 1990 Pianta et al., 1997). Parents own behavior as well as joint family activities have been shown to influence childrens academic motivation and behavior ( Chen, Lee Stevenson, 1996 De Garmo, Forgatch Martinez, 1999 Grolnick Slowiaczek, 1994 Heiss, 1996). Authoritative parenting, has positive effects on how students approach the demands they face in school (Bradley et al., 2000 Gutman Eccles, 1999).Interest and attitude of learners towards the subject plays a decisive role for the success of the learner. Students choose course by their interest are believed to be highly motivated to learn than students placed in a department without their interest. High motivation is a factor which can lead students to a better achievement. Studies make by different authors disclosed that motivated students perform better academically than unmotivated ones (Bank and Finlapson, 1980 Broussard and Garrison, 2004 Sandra, 2002).Significance of the StudyAttitude towards Chemistry and personality traits vary over time and effect academic achievement of students in different ways. Previous studies show that attitudes and personality towards Chemistry achievement are cultural dependent. Culture varies between and within countries. Therefore, it is reasonable to assume large number of variations in students achievement in chemistry reported from different parts of the world. Gender role varies in different cultures it is therefore likely that chemistry achievement is gender dependent. Chemistry achievement is one of the major interests of educators. Although being not very frequent affective characteristics are studied together with personality and achievement in chemistry education. However studies based on Affective Characteristics and Achievement or on Personality and Achievement is found separately but combine study of all these three factors is not found in chemistry education. Prior research has naturalized that both personality traits and attitude are associated with academic achievement. However, not much is known about the joint influence of personality traits and attitude on learners Chemistry academic achievement. In the current study, researcher sought to fill in this gap in the literature by directly examining the relationship between personality, attitude and academic achievement.Three major research questions were investigated (1) what is the relationship between secondary school science students Big 5 personality traits and affective characteristics of attitude on their Chemistry academic achievement? (2) How demographic factors (age, gender, family type, school sector, choice of course and educational levels of parents) influence Chemistry academic achievement of secondary school science students. (3) Are the Affective Characteristics of Attitude depends on each other?MethodsDevelopment and Validation of InstrumentTo investigate the aim of this study, the first step was to develop a valid and reliable questionnaire for measuring students perso nality trait and attitudes toward chemistry achievement. Rather than translating an attitude and personality questionnaire among those available in literature, we constructed a new questionnaire, in effectuate to be more relevant to the curriculum and conditions applied in the Pakistan schools. The questionnaire was prepared on the basis of Likert scale type. It was prepared by keeping in view different aspects of the problem.All participants completed a 37-statement investigator-developed questionnaire. The Questionnaire includes six demographic variables as well as two factors (Personality Attitude). Six demographic variables are included that elicits respondents setting information.All participants were asked to rate each item using a five-point scale where a 5 represent strongly agree and a 1 represented strongly disagree. The ratings for all statement on each scale are summed, and a higher score indicates more obvious trait characteristics. All items were written in a struct ured alternative format design to reduce the tendency to give socially desirable responses (Harter, 1982). The pilot testing was done on a sample of 50 students. The reliability of the research instrument was 0.84 and level of difficulty of questionnaire was moderate.ProceduresThe authors obtained authorization from school administrators to conduct the study. Through individual meeting communications were provided to the school counselors (or classroom teachers) to explain the purpose of this study and the research instrument. Students were recruited through voluntary participation. There were 780 students who participate in this study. The investigators administered the Questionnaire to consenting students either during classes. Before administering the survey, the purpose of the study and the procedures to complete the Questionnaire were explained to the students. Students understanding of the survey was verified and questions about the survey were answered.Data AnalysesQuantitati ve analysis was performed with the help of SPSS (Statistical Package for Social Sciences). connote and one way ANOVA was applied on the data to investigate questionnairein terms of personality traits and attitudes toward chemistry. make of Gender and Family Type on Students Chemistry Achievement bet 1 illustrates a significant effect of Gender and Family Type on students Chemistry Achievement. Figure indicates that Male students have the mean encourage 3.66 and are high achievers in chemistry as compare to female students having mean value 3.60, while students belongs to Nuclear Family have the mean value 3.65 and are high achievers in chemistry as compare to students who belongs to Joint family system having mean value 3.62.Figure 1 Mean set of Class, Gender and Family Type on the basis of secondary school students Chemistry Achievement.Effect of School Sector on Students Chemistry AchievementFigure 2 shows a significant effect of School Sector on students Chemistry Achievement . Figure indicates that the Private school show highest mean value 4.14 of Chemistry Achievement while the Government School show lowest mean value 2.78 of Chemistry Achievement and Semi-Government School show moderate mean value 3.98 of Chemistry Achievement.Figure 2 shows Mean values of School Sector on the basis secondary school students Chemistry Achievement.Effect of Father Qualification on students Chemistry AchievementFigure 3 indicates that the students whose Father qualification is Masters show highest mean value 4.17 of Chemistry Achievement and the students whose fathers are Uneducated show lowest mean value 2.34 of Chemistry Achievement as compare to the students whose father qualifications is Matric, Intermediate, Graduation and Masters. Figure 3 illustrates a positive significant effect of Father Qualification on secondary school students Chemistry Achievement.Figure 3 shows Mean values Father Qualification based on secondary school students Chemistry Achievement.Effe ct of amaze Qualification on Students Chemistry AchievementFigure 4 indicates that the students whose mother qualification is Masters show highest mean value 4.21 of Chemistry Achievement and the students whose mothers are Uneducated show lowest mean value 2.37 of Chemistry Achievement as compare to the students whose mother qualifications are Matric, Intermediate, Graduation and Masters. Figure 4 illustrates a positive significant effect of Mother Qualification on secondary school students Chemistry Achievement.Figure 4 shows Mean values of Mother Qualification on the basis of Secondary School students Chemistry Achievement.Effect of Choice of Course on Students Chemistry AchievementFigure 5 illustrates a significant effect of Choice of Course on Students Chemistry Achievement. Figure indicates that the students who choose chemistry for Better Academic Accomplishment show highest mean value 3.93 of Chemistry Achievement and the students who choose chemistry Out of Interest show l owest mean value 3.36 of Chemistry Achievement.Figure 5 shows Mean values of Choice of Course based on secondary school students Chemistry Achievement.Sum of Squares(df )Mean SquareF-values(p-values) behave hoc(p-values)51%-60%Vs. 61%-70%51%-60%Vs. 71%-80%91%-100%Vs. 50% below 50%91%-100% Vs. 51%-60%91%-100% Vs.61%-70%91%-100% Vs. 71%-80%ExtraversionBetween base2.445(5)0.4891.136(0.340)inside gathering333.101(774)0.430AgreeablenessBetween group5.249(5)1.0502.196(0.053)Within group369.982(774)0.478ConscientiousnessBetween group8.39551.6794.180(0.001)-0.2453(0.015)-0.2992(0.001)Within group310.866(774)0.402NeuroticismBetween group4.343(5)0.8691.485(0.192)Within group452.680(774)0.585Openness to ExperienceBetween group10.273(5)2.0553.661(0.003)-0.55686(0.009)-0.34645(0.048)-0.31730(0.042)-0.38241(0.005)Within group434.327(774)0.561-0.15460(0.017)PersonalityBetween group2.616(5)0.5233.044(0.010)Within group133.024(774)0.172Table 3 One way ANOVA and Tukey post hoc for multiple compari sons of Chemistry Achievement on secondary school students Personality traitEffect of Personality Traits on Students Chemistry AchievementTable 3 indicates that there is no significant effect of secondary school students Personality trait Extraversion, Agreeableness, Neuroticism on Chemistry Achievement.Table 3 also reveals that there is significant effect of secondary school students Personality trait Conscientiousness on Chemistry Achievement. From the Tukey emplacement Hoc Test of Multiple Comparisons reveals that the students who got marks 61%-70% and 71%-80% show more Conscientiousness that the students who got 51%-60% marks.Table 3 also specifies that there is significant effect of secondary school students Personality trait Openness to Experience on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 50% below 50%, 51%-60%, 61%-70% and 71%-80% show more Openness to Experience than the students who got 91%-100% marks.Tabl e 3 also illustrates that there is significant effect of secondary school students Personality on Chemistry Achievement.Tukey Post Hoc Test of Multiple Comparisons reveals that the students who got marks 71%-80% show more Personality than the students who got marks 51%-60%.Sum of Squares(df )Mean SquareF-values(p-values)Post hoc(p-values)81%-90% Vs.51%-60%81%-90%Vs. 61%-70%91%-100%Vs. 50% below 50%91%-100% Vs.61%-70%91%-100% Vs. 71%-80%InterestBetween group3.199(5)0.6400.857 (0.510)Within group577.815 (774)0.747MotivationBetween group12.250 (5)2.4503.923 (0.002)-0.61783(0.005)-0.33498(0.042)-0.36734(0.015)Within group483.388 (774)0.625EnjoymentBetween group5.923(5)1.1851.197 (0.309)Within group766.010 (774)0.990 cartelBetween group4.141 (5)0.8281.790 (0.112)Within group358.069 (774)0.463ImportanceBetween group2.379 (5)0.4760.832 (0.527))Within group442.382 (774)0.572AnxietyBetween group5.907 (5)1.1811.419(0.215)Within group644.330 (774)0.832Achievement MotivationBetween group12.150 (5)2.4303.637(0.003)0.36081(0.015)0.28473(0.033)Within group517.194 (774)0.668AttitudeBetween group1.168 (5)0.2340.671(0.646)Within group269.496 (774)0.348Table 4 One way ANOVA and Tukey post hoc for multiple comparisons of Chemistry Achievement on secondary school students Affective Characteristics of AttitudeEffect of Attitude on Students Chemistry AchievementTable 4 also indicates that there is no significant effect of secondary school students Interest, Enjoyment, Confidence, Importance, and Anxiety of Chemistry lessons.Table 4 indicates that there is significant effect of secondary school students Motivation towards Chemistry on Chemistry Achievement. Tukey Post Hoc Test of Multiple Comparisons it is evident that the students who got marks 91-100% show more Motivation as compare to students who got 50% below 50%, 61%-70% and 71%-80% marks.Table 4 illustrates that there is significant effect of secondary school students Achievement Motivation towards Chemistry on Chemistry Ach ievement.Tukey Post Hoc Test of Multiple Comparisons revealed that there is significant effect of secondary school students Achievement Motivation on Chemistry Achievement. The students who got marks 81%-90% show more Achievement Motivation than the students who got 51%-60% and 61%-70% marks. Table indicates that there is no significant effect of secondary school students Attitude towards Chemistry on Chemistry Achievement.Inter-relationship between different sub-factors of affective attitudeVariabler- valueSig.Enjoyment and Interest0.7650.000Interest and Motivation0.6940.000Interest and Confidence0.6230.000Interest and Importance0.5740.574Interest and Anxiety0.0310.389Interest and Achievement Motivation0.6660.000Motivation and Enjoyment0.5660.000Motivation and Confidence0.8240.000Motivation and Importance0.4760.000Motivation and Anxiety0.0140.687Motivation and Achievement Motivation0.4640.000Confidence and Importance0.5000.000Confidence and Anxiety0.0090.793Confidence and Achieveme nt Motivation0.4450.000Importance and Anxiety0.0080.834Importance and Achievement Motivation0.4070.000Anxiety and Achievement Motivation0.1960.000Table 1 shows that r-ratio (0.765) SO, there is strong positive relationship between secondary school students Interest in chemistry and students Enjoyment in learning chemistry lessons. r-ratio (0.694) indicates strong positive relationship between secondary school students Interest in chemistry and students Motivation in learning chemistry lessons. r-ratio (0.623) illustrate the strong positive relationship between secondary school students Interest in chemistry and students Confidence in learning chemistry lessons. r-ratio (0.574) is not significant at p0.05 level of significance and there is no significant relationship between secondary school students Interest in chemistry and they do not know the Importance of chemistry lessons. r-ratio (0.031) is not significant at p0.05 level of significance so,there is no significant relationship between secondary school students Interest in chemistry and their Anxiety about chemistry lessons. r-ratio (0.666) illustrate the strong positive relationship between secondary school students Interest in chemistry and students Achievement Motivation about chemistry lessons.Table 1 also shows that r-ratio (0.566) shows the moderate positive relationship between secondary school students Motivation about chemistry and students Enjoyment of chemistry lessons. r-ratio (0.824) represents strong positive relationship between secondary school students Motivation about chemistry and students and Confidence about chemistry lessons. r-ratio (0.476) shows the intermediate positive relationship between secondary school students Motivation about chemistry and Importance of chemistry lessons. r-ratio (0.014) is not significant at p0.05 level of significance So, it is evident that there is no significant relationship between secon