TEACHER PERSONALITY FACTORS AND BIOLOGY STUDENTS’ ACADEMIC ACHIEVEMENT IN OBUDU LOCAL GOVERNMENT AREA, CROSS RIVER STATE, NIGERIA
Abstract
This study investigated the relationship between teacher personality factors and secondary
school students’ academic achievement in Biology in Obudu Local Government area of
Cross River State. Four research questions were posed and four research hypotheses were
formulated to guide the study. Literature was reviewed based on the variables investigated.
Correlational survey research design was used for this study. Two instruments used for this
study was Teacher Personality Factors Questionnaire (TPFQ) and Biology Achievement
Test(BAT). Three hundred and seventy six (376) respondents which include twenty one
(21) Biology teachers and three hundred and fifty five (355) Senior Secondary two (SSI)
Biology students were proportionately drawn for the study. Research questions were
analyzed using mean and standard deviation while the research hypotheses were tested
using Pearson product moment correlation coefficient at 0.05 level of significance. Results
obtained from the study showed that: 35% of the variation in students’ academic
achievement in Biology was due to neuroticism. Also, there is significant relationship
between neuroticism and students academic achievement in Biology in Obudu Local
Government Area; 31% of the variation in students’ academic achievement in Biology was
due to extraversion. There is significant relationship between extraversion and students
academic achievement in Biology in Obudu Local Government Area; 34% of the variation
in students’ academic achievement in Biology was due to openness to experience.
Similarly, there is significant relationship between openness to experience and students’
academic achievement in Biology in Obudu Local Government Area; 32% of the variation
in students’ academic achievement in Biology was due to conscientiousness. There is
significant relationship between conscientiousness and students academic achievement in
Biology in Obudu Local Government Area. Based on the findings of this study it was
recommended among others that schools should implement emotional and psychological
support systems. Introducing stress management programme and offering counseling
services can help students manage their emotions better, leading to improved academic
performance
Full-Text Access Notice
In accordance with the NERD Policy on promoting peer-reviewed publication, public access to the full text of a project, thesis or dissertation is restricted for three years, allowing the author and supervisors sufficient time to pursue peer-reviewed publication.
During this period, researchers with legitimate academic or research purposes may request authorisation directly from the author to enable NERD to release the indexed full texts of the work using the form below.