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dc.contributor.authorSimukonda, Chendela Prisca
dc.date.accessioned2011-06-30T16:19:43Z
dc.date.available2011-06-30T16:19:43Z
dc.date.issued2011-06-30
dc.identifier.urihttp://dspace.unza.zm/handle/123456789/546
dc.description.abstractExploration of personality is important because academic achievement of the child cannot be understood from cognitive processes alone. Extraversion and introversion are important aspects of personality. Research studies (Riding, 1979; Open, 1976; Anthony, 1982; Elliot, 1972 and Finlayson, 1970) have indicated a relationship between extraversion-introversion and academic achievement. However in Zambia no studies have been done on the relationship between extraversion-introversion and academic achievement. It is in view of this, that this study investigated the relationship between extraversion introversion and academic achievement.The present method of assessment of pupils' academic achievement is based on pupils' perceptual and cognitive functioning that often ignore non-intellectual factors like extraversion and introversion. This has greatly contributed to poor assessment of pupils' academic achievement. This study therefore investigated the relationship between extraversion-introversion and academic achievement among grade twelve pupils of selected schools in Lusaka.The study objectives were to determine whether introverts performed academically better than extraverts in secondary schools in Lusaka region, to determine the relationship between extraversion-introversion and academic achievement and to ascertain the extent to which the relationship between in extraversion-introversion and academic achievement established in America,Britain and South Africa is the same as that found in Zambia. The three hypotheses of the study were that; introverts do not perform better than extraverts in selected secondary schools in Lusaka region, there is no significant relationship between extraversion-introversion and academic achievement and that, the relationship between extraversion-introversion and academic achievement in Zambia is the same as that found elsewhere.The sample consisted of 154 grade 12 boys and girls drawn from the four selected schools in Lusaka region. Two types of questionnaire were administered; one a self report measure on the seven factors of the extraversion trait and the other type for the teachers, which rated the same pupils on the same seven factors of the extraversion trait. Analysis of data using a prepared scoring guide identified introverts and extraverts. The academic achievement of the pupils was obtained from the average of the test results in English, Mathematics and Biology. Data were further analysed using a Statistical Computer Package for Social Sciences (SPSS). Cross tabulations and the Person Chi-square test were used.Results showed that introverts were better academic achievers than extraverts.A relationship was found to exist between the personality trait of extraversionintroversion and academic achievement. This relationship agreed with the results of the researchers done elsewhere which indicated that introverts were better performers academically than extraverts. Lastly, among the recommendations made for both teachers and policy makers includes training classroom teachers in a manner that would enable them gain skill to identify introverts and extraverts so as to be more effective and that curriculum planners should take into consideration the individual differences of the pupils in a class as they design the teaching styles.en_US
dc.language.isoenen_US
dc.subjectAcademic achievement -- Lusakaen_US
dc.subjectExtraversion -- Testing -- Lusakaen_US
dc.subjectIntroversion -- Lusakaen_US
dc.titleThe relationship between extraversion-introversion and academic achievement in grade twelve pupils of selected schools in Lusakaen_US
dc.typeThesisen_US


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