EMBRACING DIVERSITY: PERSONALITY TRAITS

AND ACADEMIC STRUGGLES OF STUDENTS IN

SENIOR HIGH SCHOOL

A Senior High School Research

Presented to the Faculty of Bilad High School

In Partial Fulfillment

Of the Requirements for Practical Research II

By:

Erika May S. Guillermo

Geshbelle Faye A. Vasquez

Joshua G. Arenas

Rj M. Carreon

July 2024
 APPROVAL AND ACCEPTANCE

In partial fulfillment of the requirements of the practical research 2, entitled

“EMBRACING DIVERSITY: PERSONALITY TRAITS AND ACADEMIC

STRUGGLE OF STUDENT IN SENIOR HIGH SCHOOL” prepared and submitted by

Erika May Guillermo, Geshbelle Faye A. Vasquez, Joshua G. Arenas, and Rj M. Carreon

has been examined and approved.

01-18-24 ANA M. CALMA

DATE ADVISER

Approved in partial fulfillment of the requirements for Practical Research 2

TRISTAN ABALOS ANA M. CALMA

Panelist Practical Research 2 Teacher

Accepted in partial fulfillment of the requirements for Practical Research 2

ANA M. CALMA

Practical Research 2 Teacher

TERESITA P. LORENZO

Principal III
 TABLE OF CONTENT

PRELIMINARIES

Title page ……………………………………………………………………......... I

Approval and Acceptance ………………………………………………………… II

Table of Content ………………………………………………………………….. III

List of Tables ……………………………………………………………………… V

List of Appendices ………………………………………………………….......... VI

Acknowledgement ………………………………………………………………… VII

Curriculum Vitae …………………………………………………………….......... XI

Abstract …………………………………………………………………………..... XV

THE PROBLEM AND ITS BACKGROUND …………………………………...1

Introduction ………………………………………………………………………….1

Statement of the Problem ……………………………………………………………3

Scope and Delimitations ……………………………………………………………..3

Conceptual Framework ………………………………………………………………4

Significant of the Study ………………………………………………………………5

Definition of Terms …………………………………………………………………..6

REVIEW OF RELATED LITERATURE AND STUDIES………………………8

Related Literature …………………………………………………………………….8

Related Studies ………………………………………………………………………11

References ……………………………………………………………………………15

METHODS AND PROCEDURE ………………………………………………….18

Research Design ……………………………………………………………………...18

Respondents of the Study …………………………………………………………….18

Research Instrument ………………………………………………………………….19

III
Locale of the Study ……………………………………………………………..……19

Data Gathering Procedure ……………………………………………………………20

Data analysis ………………………………………………………………………….20

RESULT AND DISCUSSION ………………………………………………………22

SUMMARY CONCLUSION AND RECOMMENDATIONS ……………….…..27

Summary …………………………………………………………………………..….27

Conclusion …………………………………………………………………………....28

Recommendations ……………………………………………………………….……29

IV
 LIST OF TABLES

Table 1.1 …………………………………………………………………………. 22

Table 1.2 …………………………………………………………………………. 23

Table 1.3 …………………………………………………………………………. 23

Table 2 ……………………………………………………………………………. 24

Table 3 ……………………………………………………………………………. 25

Table 4 ……………………………………………………………………………. 26

V
 LIST OF APPENDICIES

Appendix A ………………………………………………………………………… 31

Appendix B ………………………………………………………………………… 32

Appendix C ………………………………………………………………………… 36

VI
 ACKNOWLEDGEMENT

First and foremost, praises and thanks to God, the Almighty for his guidance and

blessings throughout our research work to complete our research successfully.

I am extremely grateful to my parents for their love, caring, and sacrifices for

educating and preparing me for my future. I would also like to express my deep and

sincere gratitude to my research teacher Mrs. Ana M. Calma for giving me the

opportunity to do this research and providing me guidance throughout this research and

also to Mr. Tristan Roy Abalos for his assistance during our defense.

-Erika May Guillermo

VII
 ACKNOWLEDGEMENT

It is fundamental to recognize the vital support and guidance that others can

provide through the research process. I am grateful for the guidance and assistance of

several individuals who have aided me in this project. In particular, I would like to

express my sincere appreciation to Ana Moreno Calma and Tristan Roy Abalos, who

served as the panel of oral examiners for this project. Their feedback and insights were

instrumental in shaping my work and helping me refine ideas.

I would also like to extend thanks to our principal for unwavering support and

encouragement that helped me remain motivated and focused throughout the research

process. Lastly, I am deeply grateful to my guardians for their financial support, which

made it possible for me to pursue this project and bring it to fruition.

The help and encouragement of these individuals were crucial to the success of

my research. I am genuinely grateful for their contribution, and I hope that my work will

make them proud.

-Geshbelle Faye Vasquez

VIII
 ACKNOWLEDGEMENT

I would like to express my sincere gratitude to my research adviser Mrs. Ana M.

Calma for providing her guidance, comments, and suggestions throughout the study. I

would like to give special thanks to Mr. Tristan Roy Abalos for his valuable help and

assistance during the defense.

I would like to give my warmest thanks to my mother Mrs. Grace Arenas for

providing unwavering support and my father Mr. Prince Anthony Arenas for giving his

advice. Together, your collective contributions have been the driving force behind this

study’s success, and for that I’m profoundly thankful.

-Joshua Arenas

IX
 ACKNOWLEDGEMENT

First of all I would like to thank Almighty God for his grace, guidance, and protection

that he gave to us during this research project. I would like to express my sincere

gratitude to Ma’am Ana Calma for her support and patience. I would also like to thanking

my parents who have continuously supported me financially to accomplish this study and

for their guidance, and also sir Tristan Abalos for also his guidance to us during our

defense.

-Rj Carreon

X
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Erika May S. Guillermo

Address : Sawat, Camiling, Tarlac

Contact No. : 09511633781

Email Address: erikamayguillermo@gmail.com

Date of Birth : June 10, 2006

Civil Status : Single

Name of Parents: Mr. and Mrs. Guillermo

EDUCATIONAL ATTAINMENT

First Year Senior HS : 2022 – 2023

Bilad High School

Bilad, Camiling, Tarlac

Secondary : 2021 – 2022

Bilad High School

Bilad, Camiling, Tarlac

Elementary : 2017 – 2018

Sawat Elementary School

Sawat, Camiling, Tarlac

HOBBIES AND SKILS

-Reading wattpad/books -Eating -Watching Anime -Sleeping

-Adaptive Person

XI
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Geshbelle Faye A. Vasquez

Address : Bilad, Camiling, Tarlac

Contact No. : 09567898776

Email Address: geshbellefayev@gmail.com

Date of Birth : December 10, 2004

Civil Status : Single

Name of Parents: Mr. and Mrs. Vasquez

EDUCATIONAL ATTAINMENT

First Year Senior HS : 2022 – 2023

MRDA Academic Center Inc.

San Isidro, Calabanga, Camarines Sur

Secondary : 2021 – 2022

Calabanga National Science High School

Sta. Cruz Ratay, Calabanga, Camarines Sur

Elementary : 2017 – 2018

Sabang Elementary School

Sabang, Calabanga, Camarines Sur

HOBBIES AND SKILS

-Reading

XII
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Joshua Arenas

Address : San Vicente, Bayambang, Pangasinan

Contact No. : 09556789086

Email Address : arenasjoshua2727@gmail.com

Date of Birth : September 27, 2006

Civil Status : Taken

Name of Parents : Mr. and Mrs. Arenas

EDUCATINAL ATTAINMENT

First Year Senior HS : 2022 – 2023

Bilad High School

Bilad, Camiling, Tarlac

Secondary : 2021 – 2022

Bilad High School

Bilad, Camiling, Tarlac

Elementary : 2017 – 2018

San Vicente Elementary School

San Vicente, Bayambang, Pangasinan

HOBBIES AND SKILS

-Watching Movies -Cooking

-Creative Person

XIII
 CURRICULUM VITAE

PERSONAL INFORMATION

Name : Rj Carreon

Address :Pindangan 1st Camiling Tarlac

Contact No. : 09231905348

Email Address : rjcarreon@gmail.com

Date of Birth : September 24, 2004

Civil Status : Single

Name of Parents : Mr. and Mrs. Carreon

EDUCATINAL ATTAINMENT

First Year Senior HS : 2022 – 2023

Bilad High School

Bilad, Camiling, Tarlac

Secondary : 2021 – 2022

Bilad High School

Bilad, Camiling, Tarlac

Elementary : 2017 – 2018

Pindangan 1st Elementary School

Pindangan 1st Camiling Tarlac

HOBBIES AND SKILS

-Watching Movies -Playing Online Games -Cooking

-Creative Person

XIV
 ABSTRACT

Title : EMBRACING DIVERSITY: PERSONALITY TRAITS AND

ACADEMIC STRUGGLE OF SENIOR HIGH SCHOOL STUDENTS

Researchers : Erika May S. Guillermo

Geshbelle Faye A. Vasquez

Joshua G. Arenas

Rj M. Carreon

Strand : GAS – General Academic Strand

This study assesses the perception of SHS students on their academic struggles

along with their personality traits. This study employed descriptive method of research.

The researchers employed survey questionnaires. Frequency and percentage were used in

the data gathered.

It was found that, female participant were greater than male participants. The

most age of respondents was within at the age of 16. Majority of the respondents are from

GAS strand. The result says that agreeableness was the most personality traits of the

respondents have. The most struggle faced by students is time management, and majority

of the students coping mechanism is listening to music.

XV
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION

Numerous students encounter academic struggles, which have been the subject of

extensive research exploring the correlation between personality traits and academic

performance. Personality traits are distinct attributes that determine an individual’s

conduct and influence their interaction with the surrounding environment. These traits

remain consistent over time and can anticipate conduct across different circumstances

and surroundings. A student’s academic performance can be influenced in various ways

by their personality traits. For instance, individuals who exhibit high levels of

conscientiousness, characterize by being organized, responsible, and goal-driven, are

more likely to accomplish academic success than those who lack this traits. Conversely,

students who display high levels of neuroticism, characterized by emotional instability,

anxiety, and mood swings, may face challenges in managing academic stress, affecting

their academic performance.

Academic struggles may not only be attributed to conscientiousness and

neuroticism, but also to other personality traits. Agreeableness, extraversion, and

openness are believed to be significant personality traits that can affect academic

performance. Agreeable students, who demonstrate cooperation, empathy, and

comparison, may face challenges in advocating for themselves and being assertive,

leading to a negative impact on their academic success. Extraverted students, who are

sociable, outgoing, and simulated by social interaction, may find it difficult to prioritize

their studies over socializing. Open students, who exhibit curiosity, creativity, and

1
appreciation for new experiences, may struggle with adhering to a routine and may be

easily distracted by novel stimuli.

Personality traits reflect people’s characteristic patterns of thoughts, feeling, and

behaviors. Personality traits imply consistency and stability someone who scores high on

a specific trait like extraversion is expected to be sociable in different situations and over

time. Thus, traits psychology rest on the idea that people differ from one another in terms

of where they stand on a set of basic traits dimensions that persist over time and across

situations. The most widely used system of traits is called the five-factor model. This

system includes five broad traits that can be remembered with the acronym OCEAN:

Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. Each of the

major traits from the big five can be divided into facets to give a more fine-grained

analysis of someone’s personality. In addition, some trait theorist argues that there are

other traits that cannot be completely captured by the five-factor model. Critics of the

trait concept argue that people do not act consistently from one situation to the next and

that people are very influenced by situational forces. Thus, one major debate in the field

concerns the relative power of people’s traits versus the situations in which they find

themselves as predictors of their behavior.

The importance of this study is to understand the personality traits and academic

struggles of senior high school students. This study will benefit them to be aware of their

personality traits and how will they manage it. It is also important to parents, teachers,

and future researchers.

2
STATEMENT OF THE PROBLEM

1. What is the demographic profile of the respondents in term of:

1.1 Sex?

1.2 Age?

1.3 Strand?

2. What are the personality traits of the students in terms of :

2.1 Extraversion?

2.2 Agreeableness?

2.3 Conscientiousness?

2.4 Neuroticism?

2.5 Openness?

3. What are the academic struggles do students faced?

4. How students cope up with the academic struggles they experienced with the different

personality traits they have?

SCOPE AND DELIMITATION

This study will be conducted to determine the physical traits and academic

struggles of every student in senior high school. The study will conduct from month of

September 2023 until January 2024, this 1st semester of school year 2023-2024.

3
This study takes place within Bilad High School. The participants of this study are senior

high school students coming from GAS, STEM, and TVL strand.

CONCEPTUAL FRAMEWORK

INPUT

Descriptive of SHS
PROCESS students on OUTPUT
Data Collection using personality in:
It describes and
survey questionnaire, a. openness identifies the
Personality Traits and
Analyze and interpret b. conscientiousness Academic Struggles
data statistically
of the student in
c. extraversion
Senior High School.
d. agreeableness

e. neuroticism

Figure 1. Paradigm of the Study

The study focus on personality traits and academic struggles of students through

descriptive of Senior High School (SHS) students on personality traits and academic

struggles particularly in: openness, conscientiousness, extraversion, agreeableness, and

neuroticism. It will feature the different personality traits and academic struggles in

Senior High School students.

The input states the significant of the descriptive of the personalities namely:

openness, conscientiousness, extraversion, agreeableness, and neuroticism. The process

includes the methods of collecting the descriptive. The researchers used survey

questionnaires. The output of the study is the collection of descriptive from the senior

high school students.

4
SIGNIFICANCE OF THE STUDY

The purpose of this study is to understand the personality traits and academic

struggle of senior high students. Specifically, this study gives benefits to the following:

To the students. this study will benefit them to be aware of their personality traits and

how will they manage it.

To the parents. to let them know the struggles of their children, and to be aware of their

children mental health for being a senior high student.

To the teachers. for them to know the different behavior of students, their academic

struggles and how it affects them in various aspect of studying.

To the future researchers. to give them knowledge and ideas about the topic and give

them insights on what is need to be done and for them to know what are the gaps in the

research study.

5
DEFENITION OF TERMS

This part contains for better understanding using conceptual definition of

variables.

Academic Stress. define as a student’s psychological state resulting from

continuous social and self-imposed pressure in a school environment.

Academic Struggle. define in this research as the conflicts that a student

experience.

Agreeableness. contrast a prosaically and communal orientation toward others

with antagonism.

Anxiety. an emotion characterized by feelings of tension, worried thought, and

physical changes like increase blood pressure.

Consciousness. describes socially prescribed impulse control that facilitates task

and goal-directed behavior.

Diverse. the condition of having or being composed of differing elements.

Emotional Instability. refers of rapid, often exaggerated changes in mood, where

strong emotions or feelings (uncontrollable laughing or crying, or heightened irritability

or temper) occur.

Extraversion. implies an energetic approach toward the social and material

world.

6
 Extroverted. expressive and outgoing patterns of behavior. People who are

extroverts tend to be very talkative, sociable, active, and warm.

Mood Swings. experiencing a fluctuation of emotion for long periods is known as

mood swing.

Neuroticism. contrast emotional stability and even-temperedness with negative

emotionally.

Openness. describes the breadth, depth, originality, and complexity of an

individual’s mental and experiential life.

Personality Traits. the characteristics of a person regarding their mental and life.

Psychology. is the scientific study of mind and behavior.

Simulated. manufactured in imitation of some other material.

Stress. defined as a state of worry or mental tension caused by a difficult

situation.

Thoughts. mental recognition our ideas, opinion, and beliefs about ourselves and

the world around us.

7
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter the relevant literature of studies that the researcher considered in

strengthening the importance of the present study, It also presents the synthesis art to

fully understand the research for better comprehension of the study.

Review of Related Literature

Growth Mindset

Latent growth modeling revealed that students tended to shift towards viewing

intelligence as a stable trait (i.e., shifted towards a stronger fixed mindset and a weaker

growth mindset). This trend was particularly strong for students who persistently

struggled in the course. From qualitative analysis of students’ written survey responses

and interview transcripts, we determined that students attribute their beliefs about

intelligence to five factors: academic experiences, observing peers, deducing logically,

taking societal cues, and formal learning (Limeri, 2020).

Latent growth modeling is a trend that and it was particularly strong for students

who are struggling in their course. From the qualitative analysis of learners that is written

in the survey they determine that student’s belief about their intelligence to five factors.

Emotion Regulation

Where do individual differences in emotion regulation come from? The study

examines theoretical and empirical evidence describing the role that personality traits

play in shaping individuals’ intrapersonal and interpersonal regulation styles. Define and

delineate personality traits and emotion regulation and summarize empirical relations

8
between them. Specifically, we review research on the Big Five personality traits in

relation to each stage of Gross’ (2019).

The study looks at empirical and theoretical data that illustrates how personality

factors influence people intrapersonal and interpersonal regulation styles. Characterize,

distinguish, and summarize the empirical relationships between personality traits and

emotion regulation.

Mental Health

Mental health issues are pervasive challenges for university students. By

establishing a relationship between personality traits and mental health issues or

perceived stress, we may prioritize these areas in the design of preventative programs by

placing an emphasis on the development of appropriate psychosocial interventions.

Future modifications and initiatives using appropriate interventions to lessen negative

mental health issues are strongly recommended (Mabekoje,2023).

It is highly advised to make future adjustments and take initiatives utilizing

suitable remedies to reduce detrimental mental health difficulties. By creating

preventative programs, we might give priority to these areas by emphasizing the creation

of suitable psychological treatments.

Academic Achievement

Showed that the “Big Five” personality traits of the students were at an extreme

level. Likewise, the result suggests that the students are very creative, focused on tackling

9
new challenges, pays attention to detail, likes to be the center of attention, likes to meet

new people, and feels empathy and concern for other people. (Jhoselle Tus, 2020).

The result shows the different positive personality that a students have like very

creative, like to meet new people, they also feel empathy and concern with other people,

but they also have a negative personality students experience a lot of stress, worry about

many different things and feel anxious about their environment.

Learning difficulties

The Person-in-Environment theory and Identity Theory were the bases in

describing the results of the survey. When ranked, the major problems identified were

“being suspicious of others”, “budgeting money”, “worrying about future job or college”,

“having the same thoughts over and over again”, and “having poor sleeping habits”

which reflected in social, money, school, emotional, and health categories respectively.

These were followed problems to a lesser proportion such as “looking too plain”, “having

a recent change in attitude”, “parents expecting too much”, “arguing with brother or

sister”, and “wasting money” which were found in appearance, attitude, parenting,

family, and money categories. Problems that were recognized of least concern are found

in religion, dating, and crisis categories. These were “not being able to get to church”,

“arguing with boyfriend/girlfriend”, and “losing something valuable” Mabekoje, et al,

(2023).

When the major problems were ranked, they were "being suspicious of others",

"budgeting money", "worrying about future job or college", "having the same thoughts

10
over and over again", and "having poor sleeping habits", which reflected in the social,

money, school, emotional, and health categories, respectively.

Personality Traits of Students in Resilient and Struggling Schools

One of the most important facets of educational inequality is the globally

observed wide socioeconomic gap in academic outcomes across schools and individual

students. However, there are resilient schools that manage to be effective in adverse

circumstances. In order to find out what may stand behind resilience of disadvantaged

schools, personality traits of their students are compared to those of students attending

schools that perform low in equally challenging contexts. (Roman Zvyagintsev,2021).

Inequality in education is not noticed much, but there are schools that manage to

be effective in bad circumstances, and they are finding a solution to what are the

hindrances to their learning.

Review of Related Study

Academic Struggles

Students’ breadth, depth, and frequency of disclosures of academic struggles were

examined in conjunction with students’ perceptions of instructor characteristics, such as

instructor supportiveness and flexibility, contextual criteria for disclosure, and risk of

disclosure Andrea L. (2023).

Growing a growth mindset: characterizing how and why undergraduate students’

mindsets change - International Journal of STEM Education.

11
 Mental Health and Perceived Stress

Personality traits have consequences and are malleable throughout the lifespan.

However, it is unclear if and how personality traits can be changed in desired directions,

Dasgupto, J. (2023).

Personality characteristics have repercussions and can change over time. It is not yet

apparent whether or how personality traits can be altered in the desired directions.

Personality Traits and Academic Performance

Students in the junior secondary schools in the Federal Capital Territory, Abuja

manifest an extraversion personality trait which has a significant relationship with their

academic performance. Students’ personality traits like neuroticism, agreeableness,

conscientiousness, openness to experience do not have any significant relationship with

their academic performance. Personality of an individual has significant influence on his

academic performance which forms the behavior of a person that will affect a person’s

learning habit which will lead to academic success (Soraya Hakimi, 2018).

The extraversion personality trait is manifested by students in the junior secondary

schools in the Federal Capital Territory of Abuja, and it significantly affects their

academic achievement. Personality characteristics in students, such as neuroticism,

agreeableness, conscientiousness, and openness to new experiences, do not significantly

correlate with their academic achievement. According to Soraya Hakimi, (2018).

Personality Traits as a Predictor of Communication Competencies of School

Administrators

12
 According to the perceptions of the teachers, the personality traits of the school

administrators are: suitable for emotional state, quite suitable for extroversion, quite

suitable for Agreeableness, quite suitable responsibility, and slightly suitable for

openness to experience. Different personality traits of an can affect his/her

communication and behaviors with people in social life Bozkurt, (2023).

Different personality features can have an impact on a person's social interactions

and communication with others.

Academic Pressure on Adolescents’ Problem Behavior

This mainly verified the influences of personality traits on students’ academic

achievements and assessed the mediating effects of major identity and self-efficacy,

under the classical model of chain mediating effects. This finding suggests that academic

achievement does not reflect students’ team ability and performance. (Hui Wang 2023).

This mainly confirmed the impacts of personality traits on students' academic

performance and analyzed the mediating impacts of main identity and self-efficacy. The

result suggests that students’ performance and skills are not reflected in academic

achievement.

Big Five Personality Traits on Academic Achievements

As a negative social issue, teenagers’ problem behavior not only affects individuals’

physical and mental health and social function development but is also not conducive to

social harmony and stability. This mainly discusses the influence of academic pressure on

adolescents’ problem behavior, and the potential relationship between these and

13
academic pressure, examining issues such as self-control, parent–child conflict, and

subjective well-being (Jiang MM, 2022).

Adolescent's problem behavior affects social bonds and has also impacts on

people’s physical and mental health as well as their ability to interact with others.

Examining issues such as self-control, parent-child conflict, and subjective well-being,

this mainly examines the impact of academic pressure on teenagers' behavioral issues and

possible connection between these is academic pressure.

Advancing Diversity

Diversity in higher education is critically important to ensuring student success.

During the last seven years, the Obama Administration has worked to improve access to

higher education, as well as to help more students complete their college educations and

obtain quality degrees. Since the start of the Administration, the Department of Education

has focused on making college more affordable and accessible to more students,

particularly low-income students and students of color, through reforms such as increases

to the size of Pell Grant awards; simplification of federal financial aid; and greater use of

evidence-based practices in Department of Education grant competitions to promote

student success. Bass, J., 2016.

An Administration has worked to increase access to higher education while also

assisting more students in completing their college educations and obtaining quality

degrees. Since the beginning of the Administration, the Department of Education has

focused on making college more affordable and accessible to more students, particularly

low-income students. 14
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_SELF-REGULATION_AND_GOAL_SELF

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17
 CHAPTER III
METHODS AND PROCEDURE
This portion presents the methods and procedures that were employed in the

study. This includes the description of research design, respondents of the study, locale of

the study, research instrument, data gathering procedure, and data analysis.

Research Design

The research design used is descriptive research design. This research design

seeks to understand and describe the personality traits and academic struggle of Senior

High School Students.

Respondents of the Study

The populations of this study are three hundred fourteen (314) Senior High

School Students. The sampling method that was used in the selection of respondents is

simple random sampling, selected based on availability or willingness. To complete the

sample size, the researchers used the Slovin’s formula.

N
n¿ 2
1+ Ne

314
n¿ 2
1+(0 , 05)

314
n¿
1+(0.0025)
 314
n=
1+ 0.785

314
n=
18
1.785

n= 175.91

n= 176

Research Instrument

A likert scale is a psychometric scale commonly involved in research that

employs questionnaires. A likert scale is an order sale from which respondents choose

one option that best aligns with their view often used to measure respondent’s attitudes

by asking the extent to which they agree or disagree with a particular statement by which

will determine the levels of five factors, i.e. extraversion, neuroticism, openness, to new

experiences (on intellect or imagination) agreeableness, and conscientiousness. Each

question is followed by a five point likert scale, arranging from disagree strongly to agree

strongly.

The researchers used questionnaires in in collecting the descriptive data from 176

respondents regarding the personality traits and academic struggles. Questionnaires are

used as a guide among the randomized students from Bilad High School. Pictures are

used to store the document. The researchers adapted the research questionnaire.

Locale of the study

 The study was conducted at Bilad High School located at barangay Bilad,
Camiling, Tarlac.

19

https://www.google.com/maps/@15.7417194,120.441719,3a,75y,91.87h,100.85t/data=!
3m6!1e1!3m4!1sytqQc4auEhMqbsle1sG5qQ!2e0!7i16384!8i8192?entry=ttu

Figure 2: Paradigm of the study

Data Gathering Procedure

In order to accumulate the data for this study, the researchers made a request letter

and asked permission to the Grade 11 and Grade 12 students, and personally distributed

the survey questionnaires presented by the researchers that were noted by Mrs. Ana M.

Calma, Practical Research 2 teacher. After their approval, the researcher will begin to

conduct the survey. The researcher oriented the respondents before they begin to answer

the given questionnaire. Subsequently, the researchers will collect the questionnaires and

it will be tabulated and analyze for the compilation of the result.

Data Analysis

Objective No. 1
 To describe the demographic characteristics of Bilad Senior High School students

in terms of sex, strand, and socio economic status, and percentage was used.

Objective No. 2

To determine the personality traits of the students in term of extraversion,

agreeableness, conscientiousness, neuroticism, and openness the researcher will used

frequency and percentage.

Objective No. 3

To determine the academic struggles faced by the student and the researchers will

be used frequency percentage.

Objective No. 4

To determine how students cope up with the academic struggles they experienced

with the different personality traits they have, the researchers will used frequency and

percentage.

21
 CHAPTER IV
RESULT AND DISCUSION
This chapter represent the result and discussion of the study to found out what is

the outcome of the given statements and information that has been gathered and collected

to interpret the study.

Demographic Profile of Students in Terms of their Sex, Age, and Strand.

Description of Students in Terms of Gender

This table shows the gender of senior high students in Bilad High School. The

table also includes its frequency and percentage.

Table 1.1 Descriptions of Students in Term of Gender

Sex Frequency Percentage %

Male 76 43%
Female 100 57%
Total 176 100%

The data showed that 100 or 57% are female and 76 or 43% are male. This further

signifies those females who are 57% are more cooperative than male. According to Miler

Acosta (2020) the finding of this study is women reported themselves to be higher in

neuroticism, agreeableness, and openness to feelings, whereas men were higher in

openness to ideas.

22
Table 1.2 Descriptions of Students in Term of Age

Age Frequency Percentage %

16 74 42%
17 63 36%
18 39 20%
19 above 4 2%
Total 176 100%

It can be gleaned from the table that majority of the students are 16 years old,

making up to74 or 42%. And the least number of ages of the respondents are 19 above

making up of 4 or 2%. According to Christopher J. Soto (2018) across these years, age

trends for some traits were especially pronounced, were in a direction different from the

corresponding adult trends or first indicated the presence of gender differences.

Table 1.3 Descriptions of Students in Term of Strand

Strand Frequency Percentage %

GAS 102 58%
TVL 57 32%
STEM 17 10%
Total 176 100%

The table shows that majority of the students are from GAS- General Academic

Strand that consist of 102 or 58% and the least is from STEM Strand that consist of 17 or

10%. According to Soraya Hakimi, (2018) Personality of an individual has significant

influence on his academic performance which forms the behavior of a person that will

affect a person’s learning habit which will lead to academic success.

23
Table 2. Personality Traits of Students

Personality Frequency Percentage Rank

Openness 44 25% 2

Conscientiousness 38 22% 3

Extraversion 27 15% 4

Agreeableness 49 28% 1

Neuroticism 18 10% 5

Total 176 100%

This table shows the different personality traits that students have and says that

majority of the students are agreeableness that consists of 49 or 28% and least is

neuroticism that consist of 18 or 10%. According to the perceptions of the teachers, the

personality traits of the school administrators are: suitable for emotional state, quite

suitable for extroversion, quite suitable for Agreeableness, quite suitable responsibility,

and slightly suitable for openness to experience. Bozkurt, (2023).

Table 3.Struggle Faced by Students

24
 Struggles Frequency Percentage % Rank
Financial Problem 37 21% 2
Family Conflict 17 10% 5
Poor Study Habits 18 10% 4
Procrastination 3 2% 10.5
Time Management 46 26% 1
Poor Concentration 13 7% 6
Mental Illness such as 19 11% 3
depression or anxiety
Test Anxiety 5 1% 9
Difficulty Grasping 1 1% 11
Material
Learning Disorder 3 10% 10.5
Increase workload of 6 3% 8
classes
Perfectionist 8 5% 7
Total 176 100%

The table shows the struggle of students and most of them have struggle in time

management that consists of 46 or 26% and the least is difficulty grasping material that

consists of 1 or 1%. According to Hui Wang (2023) this mainly verified the influences of

personality traits on students’ academic achievement and assessed the mediating effect of

major identity and self-efficacy, under the classical model of chain mediating effect. This

finding suggests that academic achievement does not reflect student’s team ability and

performance.

Table 4.Students Coping Mechanism 25

Coping Mechanism Frequency Percentage % Rank

Meditation 8 5% 5.5

Physical Exercise 24 14% 3

Listening to Music 55 31% 1

Talking with Someone 38 22% 2

Playing Sports 23 13% 4

Watching Movies 6 3% 6

Journaling 4 2% 8

Nature Trip 9 5% 5.5

Reading 3 2% 8

Walking outside 4 2% 8

Cooking 2 1% 9

Total 176 100%

This table shows the coping mechanism of student and majority of them is

listening to music that consist of 55 or 31% and the least is cooking that consist of 2 or

2%. According to Bruce Ferweda (2019) in this study we asses prior work on personality-

based music genre preferences from traditional personality research. We analyzed a

dataset consisting of music listening histories and personality scores of 1415 Last,fm

users.

CHAPTER V
26AND RECOMMENDATION
SUMMARY, CONCLUSION
 This chapter presents the summary of findings, conclusion and recommendation

of the study.

SUMMARY

This study was conducted to describe the characteristics of students in term of

their sex, age, strand, and socio economic status. The researchers used descriptive

research design and the respondents of this study are one hundred seventy-six (176)

senior high students. Researcher used survey questionnaire to describe the students’

personality traits and academic struggle.

This research was conducted during 2023, especially the study attempted to

answer the following question in the SOP.

Based on the analysis of data gathered the researchers came up with the following

findings.

1. In terms of gender out of one hundred seventy-six (176) majorities of the

respondents are female.

In the matter of age out of one hundred seventy-six (176) most of the respondents

are 16 years old and the least number age of the respondents are 19 above.

As for stand majority of the respondents are from GAS Strand and the least is

from STEM Strand.

2. Based from the data the most personality of student is agreeableness that has 49 or

28% and least is neuroticism that has 18 or 10%.

3. Based from the data most of the struggle of students is time management that
27
consists of 46 or 26% and the least is difficulty grasping material that consists of
 1 or 1%.

4. The most coping mechanism student do is they listen to music that consist of 55

or 31% and the least is cooking that consist of 2 or 1%.

CONCLUSION

Based on the research findings, researchers come up into the following conclusion.

1. The researcher found out that most of the cooperative students are female. Majority of

the respondents are age 16 years old. Most of the respondents are from GAS Strand.

2. Majority of the students have a personality of agreeableness.

3. Majority of analysis of the respondents the most struggle they face is time

management.

4. Based from the findings, the most coping mechanism students do is listening to music.

RECOMMENDATIONS
28
The researchers recommended the following.

To Students:

1. To help themselves they should know their different personality so they can know

themselves more.

2. Manage their time, we recommend to have a list of their work so that they can manage

their time properly.

3. Find time to relax and hang out to their friends so they don’t feel the pressure in

school.

4. If you feel stress shares to your family or friends your problem.

To parents:

1. They should check of what their child feelings because sometimes their child needs

their attention.

2. Let them have a perspective to see everything positively and encourage them with

positive thoughts.

To teachers:

1. Don’t put a lot of workload to the point that the child feel stressed.

2. Encourage your student to try something new without pressure.

REFERENCES
29
Bleske-Rechek, A. (2023). Within family analyses revealed that neither sibling’s

independent self-reported personality traits nor parent’s reports of their children’s

personality traits differed systematically as a function of birth order.

Hakimi, S. (2018). Personality of an individual has a significant influence on his

academic performance, forming the behavior of a person that will affect a

person’s learning habits, ultimately leading to academic success.

Jiang, M. M. (2022). A negative social issue: Teenagers' problem behavior not only

affects individuals' physical and mental health and social function development

but is also not conducive to social harmony and stability.

Nakao, K. (2020). The effect of family environment (maternal and paternal participation

in child rearing before and after 4 years of age, child rearing style, parental

relationship, sibling relationship, and socioeconomic status) on these personality

traits was examined based on a structural equation model.

Smith, J., & Brown, A. (2021). The nuanced understanding of students' personality

traits: Tailoring strategies for enhanced study habits and academic success.

Journal of Educational Psychology, 45(3), 210-225.

Soto, C. J. (2018). Across these years, age trends for some traits were especially

pronounced, were in a direction different from the adult trends, or first indicated

the presence of gender differences.Wang, H. (2023). The influence of personality

traits on students' academic achievement is major identity and self-efficacy.

APPENDIX A

30
 Republic of the Philippines

Department of Education

School Division of Tarlac Province

BILAD HIGH SCHOOL

Camiling, Tarlac

Fellow Students: December 11, 2023

We, the Bilad High School Students GAS 12 HOPE students, are currently conducting a

study titled “Embracing Diversity: Personality Traits and Academic Struggles of Students

in Sebior High School”. In this connection, we would like to request your permission to

complete the survey questionnaire supplied. We appreciate your cooperation.

Noted:

ANA M. CALMA

Practical Research Teacher

APPENDIX B

31
SURVEY QUESTIONNAIRE

GUIDE QUESTIONS

Personal Information

Name :( optional)_______________________________Age:_________

Gender: __________Strand;________

In the table below, for each statement 1-50 mark how much you agree with on the

scale 1-5, where 1=disagree, 2=slightly disagree, 3=neutral, 4=slightly agree and

5=agree

( )1.Am the life of the party. ( )10.Have difficulty understanding

abstract ideas.
( )2.Feel little concern for others.

( )11.Feel comfortable around people.

( )3.Am always prepared.

( )12.Insult people.
( )4.Get stressed out easily.

( )13.Pay attention to details.

( )5.Have a rich vocabulary.

( )14.Worry about things.

( )6.Don’t talk a lot.

( )15.Have a vivid imagination.

( )7.Am interested in people.

( )16.Keep in the background.

( )8Leave my belongings around.

( )17.Sympathize with others’ feelings.

( )9.Am relaxed most of the time.

( )18.Make a mess of things.

32
( )19.Seldom feel blue. ( )34.Change my mood a lot.

( )20.Am not interested in abstract ideas. ( )35.Am quick to understand things.

( )21.Start conversations. ( )36.Don’t like to draw attention to

myself.
( )22.Am not interested in other people’s

problems. ( )37.Take time out for others.

( )23.Get chores done right away. ( )38.Shirk my duties.

( )24.Am easily disturbed. ( )39.Have frequent mood swings.

( )25.Have excellent ideas. ( )40.Use difficult words.

( )26.Have little to say. ( )41.Don’t mind being the center of

attention.
( )27.Have a soft heart.

( )42.Feel others’ emotions.

( )28.Often forget to put things back in

their proper place. ( )43.Follow a schedule.

( )29.Get upset easily. ( )44.Get irritated easily.

( )30.Do not have a god imagination. ( )45.Spend time reflecting on things.

( )31.Talk to a lot of different people at ( )46.Am quiet around strangers.

parties.
( )47.Make people feel at ease.

( )32.Am not really interested in others.

( )48.Am exacting in my work.

( )33.Like order.
( )49.Often feel blue.
33
 ( )50.Am full of ideas.

E = 20 + (1) _ - (6) _ + (11) _ - (16) _ + (21) _ - (26) _ + (31) _ - (36) _ + (41) _ - (46) =

A = 14 - (2) _ + (7) _ - (12) _ + (17) _ - (22) _ + (27) _ - (32) _ + (37) _ + (42) _ + (47) =

C = 14 + (3) _ - (8) _ + (13) _ - (18) _ + (23) _ - (28) _ + (33) _ - (38) _ + (43) _ + (48) =

N = 38 - (4) _ + (9) _ - (14) _ + (19) _ - (24) _ - (29) _ - (34) _ - (39) _ - (44) _ - (49) =

O = 8 + (5) _ - (10) _ + (15) _ - (20) _ + (25) _ - (30) _ + (35) _ + (40) _ + (45) _ + (50) =

The scores you calculate should be between zero and forty. Below is a description of each

trait.

• Extraversion (E) is the personality trait of seeking fulfillment from sources outside the

self-Orin community. High scorers tend to be very social while low scorers prefer to

work on their projects alone.

• Agreeableness (A) reflects many individuals adjust their behavior to suit others. High

scorers you sent are typically polite and like people. Low scorers tend to 'tell it like it is'.

• Conscientiousness (C) is the personality trait of being honest and hardworking. High

scorers tend to follow rules and prefer clean homes. Low scorers may be messy and cheat

others.

• Neuroticism () is the personality trait of being emotional.

34
• Openness to Experience (O) is the personality trait of seeking new experience and

intellectual pursuits. High scores may daydream a lot. Low scorers may be very down to

earth.(Goldberg, 1992).

As a student, check the most academic struggle you face.

( )financial problem ( )family conflict ( )poor study habits( )procrastination

( )time management ( )poor concentration ( )learning disorder

( )difficulty grasping material ( )test anxiety( )mental illness such as depression,

or anxiety ( )increased rigor or workload of classes ( )perfectionist thinking

As a student check the most copping mechanism that you do

( ) Meditation ( ) Physical Exercise ( ) Listening to Music ( ) Talking with Someone

( ) Playing Sports ( ) Watching Movies ( ) Journaling ( ) Nature Trip ( ) Reading

( ) Walking Outside ( ) Cooking

35
APPENDIX C

36