The Relationship Between Students’ Personality Types and Their Academic Achievement in Oromia Colleges of Teachers’ Education

Abstract

The objective of this study was to determine the relationship between students' personality types and their academic achievement at Oromia Colleges of Teachers' Education. Correlational design was used to conduct the study. The population of the study was 2291 male and 2734 female students in four Oromia Teachers' Education Colleges. 357 students were selected using stratified sampling techniques and followed by simple random sampling method from four randomly selected colleges. The instrument adapted for the study was the 44-item standardized questionnaire known as the Big Five Inventory constructed by John, Donahue, and Kentle as cited in John & Srivastava (1999). The instrument was piloted before it used for final study and found reliably and valid. The data collected were analyzed using descriptive and inferential statistics. Pearson moment correlation was used to determine the strength of relationship between each personality type and academic achievement. In addition, multiple regressions was used to determine the extent to which the independent variables Agreeableness, Conscientiousness Extraversion, Neuroticism and Open to experience predict the dependent variables grade point average in Oromia Colleges of Teachers' Education. The result of the study show that there was positive significant relationship between students' personality types namely Agreeableness, Conscientiousness and Open to experience and their academic achievement. It was suggested that teachers are expected to identify the personality profiles of their students, to render necessary academic help according to personality nature of students. Oromia Education Bureau is expected to arrange training and seminar, and workshop as well as experience sharing on the issue of students' behaviors in general and personality types in particular. In addition, it is suggested to strength guidance and counseling service in Colleges of Teachers' Education.