“DISMISS THE ‘CHISMIS’: EXTRAVERSION AND

ACADEMIC PERFORMANCE AMONG G12 HUMSS

STUDENTS IN NORTHLINK TECHNOLOGICAL COLLEGE”
CHAPTER 1
 
THE PROBLEM AND RELATED
LITERATURE
 INTRODUCTION
 
AMONG ALL THE FACTORS JEOPARDIZING SOCIETY, THERE IS NO MORE
ALARMING THAN A WIDESPREAD MISCONCEPTION AND FALSEHOOD. IT
IS VERY CONTAGIOUS AND CAN INFECT THE SYSTEM LINKING TO MASS
DESTRUCTION IF NOT PREVENTED. ONE OF THE INSTANCES OF
MISCONCEPTION: PERSONALITY, EXTRAVERSION DIMENSION
SPECIFICALLY, IS THE BASIS OF INTELLECTUAL CAPACITY AND
COGNITIVE ABILITY OF EVERY INDIVIDUAL. THEY OFTEN ASSUME THAT
EXTROVERTS, SOCIABLE IN NATURE, ARE MORE LIKELY TO ACHIEVE
ACADEMIC SUCCESS AND ARE VERY INTELLIGENT THAN THEIR
INTROVERTED COUNTERPART. THEREFORE, DEBUNKING AND
ADDRESSING THIS MYTH MAY SUBTRACT TO THE ENTIRETY OF
PERPLEXED AND WIDESPREAD MISINFORMATION IN OUR SOCIETY AND
CAN MINIMIZE THE STIGMA IN EITHER SIDE OF THE EXTRAVERSION
CLASSIFICATIONS.
THERE ARE MANY CULTURAL MISCONCEPTIONS OF INTROVERSION WHICH ARE
PERPETUATED BY EDUCATORS, WHOM ARE OFTEN EXTROVERTS. THE FACT
THAT AMERICA PRAISES THE EXTROVERT WHILE DIMINISHING THE INTROVERT
IS UNFAIR AND PREVENTS THE INTROVERTED STUDENTS FROM FULL ACADEMIC
ACHIEVEMENT. IT ALSO WITHHOLDS THE INTROVERTED STUDENT FROM
JOINING FULLY INTO THEIR SCHOOL COMMUNITY (SE DOW, 2013).
FURTHERMORE, ACADEMIC RESEARCH SHOWS THAT EXTROVERTS ARE
GENERALLY SEEN AS MORE PRODUCTIVE AND EFFECTIVE LEADERS THAN
THEIR INTROVERT COUNTERPARTS BECAUSE THEY POSSESS THE
CHARACTERISTICS OUR SOCIETY HAS SO OFTEN REVERED (GRANT, GINO, &
HOFMANN, 2009). WITH THE RISE OF THE
 “EXTROVERT IDEAL” THROUGHOUT OUR SOCIETY, INTROVERTS ARE LEFT WONDERING WHAT

ROLE THEY PLAY WHEN IT COMES TO LEADERSHIP (CAIN, 2013). IN CONTRARY, THROUGH EXAMPLES

OF FOUR SUCCESSFUL INTROVERT LEADERS (SUSAN CAIN, WARREN BUFFETT, LAURA BUSH, AND BILL

GATES), IT CAN BE DERIVED THAT IT IS NOT THE PERSONALITY THAT MAKES THE LEADER BUT, RATHER,

THE PASSION, DRIVE, AND SELF-ACTUALIZATION OF THE INDIVIDUAL. WITH GREATER EMPHASIS ON

EDUCATION, DEVELOPMENT, AND TRAINING WHEN IT COMES TO UTILIZING ONE’S STRENGTHS

INNATELY WITHIN ONE’S PERSONALITY, THE POTENTIAL OF INTROVERTS, OFTEN HIDDEN BY SHAME,

REMORSE, AND FEELINGS OF INADEQUACY, WILL NO LONGER UNTAPPED. (PAWLACZYK, 2015).

A STUDY CONDUCTED AT MAJAYJAY DISTRICT, DIVISION OF LAGUNA,
PHILIPPINES (2021) RECOMMENDS THAT: EVERY SCHOOL, BOTH PUBLIC AND
PRIVATE, MAY MAKE EVERY EFFORT TO ESTABLISH A COUNSELLING PROGRAM
UNIT IN WHICH STUDENTS ARE ENLIGHTENED TO UNDERSTAND THEIR
PERSONALITY TRAITS, ALLOWING THEM TO BECOME MORE ENTHUSIASTIC
ABOUT THEIR ACADEMIC ACTIVITIES; PARENTS MAY NOT REGARD INTROVERTED
STUDENTS AS ACADEMICALLY INFERIOR TO THEIR EXTROVERTED
COUNTERPARTS; RATHER, THEY MAY VIEW THE DIFFERENCE IN PERSONALITY
TRAITS.; TEACHERS MAY KNOW HOW TO ADDRESS THE DIFFERENCE IN THE
STUDENT’S PERSONALITY TRAITS BY GIVING VARIOUS FORM OF ACTIVITIES.;
AND THE EXTROVERT STUDENTS MAY BE PROVIDED TEACHING AND LEARNING
FACILITIES THAT HELP IMPROVE THEIR ACADEMIC PERFORMANCE IN TERMS OF
WRITTEN TASK. PERFORMANCE OF STUDENTS VARIES FROM THEIR DIFFERENT
PERSONALITIES. STUDENTS WHO SUFFER FROM INTROVERSION OR
EXTROVERSION MIGHT AFFECT THEIR ACADEMIC PERFORMANCE AND ALSO
THEIR DEVELOPMENT IN DEALING WITH THEIR INNATE TALENTS AND SKILLS
(VILLARUBEN, 2021). PERSONALITY PLAYS A CRUCIAL ROLE IN
EVERYBODY’S LIFE, BECAUSE IT IS THE SOURCE
OF MOTIVATION OF EVERY INDIVIDUAL ACADEMIC
PERFORMANCE MAY GREATLY INFLUENCE BY AN
INDIVIDUALS’ PERSONALITY TYPE (ABOTT&CHELL,
2011). DESPITE OF THIS INFLUENCE SCHOOL MUST
SHOW THEIR ATTENTION IN DEALING WITH THE
NEEDS OF STUDENTS TO IMPROVE THEIR
ACADEMIC PERFORMANCE.
ACCORDING TO AN NTC SHS STUDENT OF PANABO CITY,
INTROVERTS OFTEN ASSUMED TO BE SHY AND NO FUN.
CONTRADICTORY TO THIS ASSUMPTION; BEING AN INTROVERT,
SHE ONLY TALK TO PEOPLE THAT SHE'S COMFORTABLE HAVING A
CONVERSATION WITH AND TO HER CLOSE FRIENDS AND
RELATIVES. SHE ADDED THAT, PEOPLE SHOULD UNDERSTAND THE
CHARACTERISTICS OF HER PERSONALITY TYPE RATHER THAN
RELYING TO THESE ASSUMPTIONS AND SPECULATIONS. FILIPINOS
SHOULD DETERMINE THE STUDENT'S INTELLIGENCE BY LOOKING
HOW WELL THEIR ACADEMIC PERFORMANCE IS AND NOT JUST ON
THE BASIS OF PERSONALITY. "TO PEOPLE WHO BASED
PERSONALITY TO DETERMINE THE INTELLIGENCE OF A PERSON,
THERE ARE CIRCUMSTANCES WHERE PERSONALITY HAS NOTHING
TO DO WITH THE INTELLIGENCE OF AN INDIVIDUAL. MAYBE
PEOPLE SHOULD ALSO LOOK FOR THE OTHER SIDES RATHER
THAN JUST TO STICK WITH THEIR PERSONALITIES" (2022).
VARIOUS NATIONAL, INTERNATIONAL, AND LOCAL STUDIES:
BIG FIVE PERSONALITY PREDICTORS OF POST-SECONDARY
ACADEMIC PERFORMANCE (MC O'CONNOR, 2007),
PERSONALITY TRAIT AND ACADEMIC PERFORMANCE IN
MATHEMATICS OF SECONDARY STUDENTS (MER INTE -
JOURNAL OF WORLD ENGLISHES AND EDUCATIONAL …,
2020), PERSONALITY AND ACADEMIC PERFORMANCE
AMONG GRADUATE STUDENTS (MN BHATTI, A SAMI, 
I QURESHI, 2018), ETC. HAVE DISTINGUISHED THE
MISCONCEPTIONS AMONG INTROVERTS AND EXTROVERTS
AND HOW PERSONALITY RELATES TO
INTELLIGENCE AND ACADEMIC ACHIEVEMENT.
HOWEVER, THERE WAS NO STUDY FOUND
ILLUSTRATING HOW EXTRAVERSION DIMENSION OF
PERSONALITY RELATED TO THE ACADEMIC
PERFORMANCE OF THE STUDENTS. HENCE, THIS
STUDY WAS CONDUCTED WITH AN AIM TO ASSESS
THE RELATIONSHIP OF EXTRAVERSION AND
ACADEMIC PERFORMANCE OF HUMANITIES AND
SOCIAL SCIENCES STUDENTS IN NORTHLINK
TECHNOLOGICAL COLLEGE OF PANABO CITY.
 REVIEW OF RELATED LITERATURE

EXTROVERSION-INTROVERSION AND INTELLIGENCE

EXTROVERSION REFERS TO A PREFERENCE OF ENGAGEMENT WITH THE OUTER WORLD AND INITIATING CONTACT WITH

PEOPLE (JUNG'S IN SHRESTHA, 2017). AN EXTROVERT IS A PERSON WITH QUALITIES OF A PERSONALITY TYPE KNOWN

AS EXTROVERSION, WHICH MEANS THAT THEY GET THEIR ENERGY FROM BEING AROUND OTHER PEOPLE. SOMEONE

WHO IS EXTROVERTED MAY APPEAR AS VERY TALKATIVE AND MAY BE POPULAR AMONG PEERS (CARRIGAN, 1960).

EXTROVERTS MAY WISH TO SEEK OUT AS MUCH SOCIAL INTERACTION AS POSSIBLE BECAUSE THIS IS HOW THEY FEEL

MORE ENERGIZED. ACCORDING TO ESTIMATES, EXTROVERTS OUTNUMBER INTROVERTS BY ABOUT THREE TO ONE

(CAIN, 2012).

INTROVERSION REFERS TO A PREFERENCE FOR THE INNER WORLD, CONTEMPLATION, RESPONDING TO CONTACT

FROM OTHERS (JUNG'S IN SHRESTHA, 2017). AN INTROVERT CAN BE DEFINED AS BEING SOMEONE WHO GETS THEIR

ENERGY FROM BEING IN THEIR OWN COMPANY, HAVING TIME TO ‘RECHARGE’ ON THEIR OWN. SOMEONE WHO IS

INTROVERTED MAY APPEAR TO BE WITHDRAWN AND SHY, ALTHOUGH THIS MAY NOT ALWAYS BE THE CASE (CARRIGAN,

1960
INTROVERTS MAY ALSO PREFER TAKING PART IN LESS STIMULATING
ACTIVITIES AND GET PLEASURE FROM READING, WRITING, OR
MEDITATING. INTROVERTS MAY TYPICALLY PREFER TO CONCENTRATE
ON A SINGLE ACTIVITY, ANALYZE SITUATIONS CAREFULLY AND TAKE

TIME TO THINK MORE BEFORE THEY SPEAK .

 FURNHAM, FORDE AND COTTER (1998) FOUND A POSITIVE ASSOCIATION WITH INTROVERSION AND LEVELS

OF INTELLIGENCE AND BEING SUCCESSFUL IN ACADEMIC ENVIRONMENTS. HOWEVER, EYSENCK (1996)

PERCEIVED EXTROVERSION TO BE A PREDICTOR OF HIGH GRADES AT SCHOOL, BUT LOWER GRADES AT

UNIVERSITY LEVEL.

FURTHERMORE, ROBINSON (PERSONALITY AND INDIVIDUAL DIFFERENCES, 6, 203–216, 1985; 7, 153–159, 1986)

SUGGESTS THAT INTELLIGENCE TEST PERFORMANCE AND PERSONALITY ARE RELATED. THE PRESENT STUDY

EXAMINED WECHSLER INTELLIGENCE SCALE FOR CHILDREN—REVISED SUBTEST AND IQ SCORE PATTERNS IN A

SAMPLE OF CHILDREN CLASSIFIED AS INTROVERTS, AMBIVERTS AND EXTRAVERTS. IN GENERAL, THE RESULTS

SUPPORT EYSENCK'S HYPOTHESIS THAT INTELLIGENCE AND PERSONALITY ARE UNCORRELATED

DESPITE THIS, LEKAVICIENE AND ANTINIENE (2014) SUGGESTED
THERE IS A POSITIVE CORRELATION BETWEEN EXTROVERSION
AND EMOTIONAL INTELLIGENCE. THERE ARE ALSO SOME
SUGGESTED DIFFERENCES IN HOW INTROVERTS AND
EXTROVERTS PERFORM BEST. FOR EXAMPLE, WHEN
PARTICIPANTS HAD TO COMPLETE COGNITIVE TASKS WITH MUSIC
IN THE BACKGROUND, EXTROVERTS PERFORMED BEST,
ALTHOUGH INTROVERTS PERFORMED BETTER WHEN THERE WAS
NO MUSIC OR NOISE BEING PLAYED (MISTRY, 2015). THIS COULD
BE LINKED BACK TO INTROVERTS FEELING OVERSTIMULATED/
TOO MUCH CORTICAL AROUSAL
 ADDITIONALLY, ACCORDING TO KHALIL (2016) INTROVERTS ARE BETTER AT DECISION MAKING THAN EXTROVERTS. THE INTROVERTS RELY ON THEIR INTUITION AND INNER FEELINGS. MAJORITY

OF THEM PRIMARILY COUNTING ON THEMSELVES, DO NOT STRETCH FOR IMPULSIVE DECISIONS WHILE ON THE OTHER HAND EXTROVERTS USUALLY GO FOR SNAP DECISIONS, QUICK DECISIONS

AND DECIDE WHAT FEELS NATURAL AT THE MOMENT. THEY PREFER TO POSTPONE WHENEVER POSSIBLE AS THINKING MAKES EXTROVERTS UNEASY. EVEN THOUGH EXTROVERTS HAVE A GOOD

QUALITY OF DOUBLE-CHECKING THEIR INFORMATION BEFORE MAKING DECISIONS BUT THEY NEED SOMEONE TO STEER THEM IN THE RIGHT DIRECTION WHEN THEY FACE IMPORTANT DECISIONS.
 SUMAIRA QANWAL1 & MAMUNA GHANI1 (2019) HIGHLIGHTS THE EXISTENCE

OF SIGNIFICANT DIFFERENCE BETWEEN THE WRITING ACHIEVEMENT OF

INTROVERT AND EXTROVERT LEARNER GROUPS. HOWEVER, NO DIFFERENCE IS

FOUND BETWEEN THE WRITING PERFORMANCE OF NEUROTIC AND INTROVERT

LEARNER GROUPS OR BETWEEN NEUROTIC AND EXTROVERT LEARNER

GROUPS. THE RESULTS ALSO REVEAL THAT INTROVERTS ARE BETTER

LEARNERS OF ESL WRITING SKILLS AS COMPARED TO THE EXTROVERTS .

 ULTIMATELY, A STUDY CONDUCTED BY MK PANTH, V SAHU, M GUPTA (2015) EXPLORE THE COMPARISON OF EMOTIONAL

QUOTIENT AND INTELLIGENCE QUOTIENT AMONG PERSONALITY (INTROVERT AND EXTROVERT) AND GENDER (BOYS AND

GIRLS). THE STUDY WAS CONDUCTED IN N.M.V. LALITPUR (U.P.). THE DATA WERE COLLECTED FROM 100 STUDENTS. THE DATA

WAS DIVIDED INTO TWO GROUPS ON THE BASIS OF INTROVERT AND EXTROVERT PERSONALITY. EACH OF THE TWO GROUP

CONSISTED OF AN EQUAL NUMBER OF BOYS AND GIRLS RESPONDENTS. A STANDARDIZED INTROVERSION EXTROVERSION

INVENTORY (IEI) BY P. F. AZIZ AND REKHA GUPTA (2001) EMOTIONAL INTELLIGENCE INVENTORY (EII) BY S.K. MANGAL AND

SHUBHRA MANGAL (2005), AND TEST OF GENERAL INTELLIGENCE (TGI) BY K. S. MISRA AND S. K. PAL (2005) WERE USED TO

COLLECT DATA. DATA WERE ANALYZED BY USING ANALYSIS OF VARIANCE (ANOVA). THE MAIN CONCLUSION IS THAT,

EXTROVERT STUDENTS HAVE MORE EQ THAN INTROVERT STUDENTS. AND EXTROVERT STUDENTS HAVE MORE IQ THAN

INTROVERT STUDENTS.
 EXTRAVERSION PERSONALITY AND ACADEMIC PERFORMANCE

ACADEMIC PERFORMANCE IS THE ASSESSMENT OF THE EXTENT TO WHICH AN

INDIVIDUAL—TYPICALLY A STUDENT—HAS ACHIEVED AN EDUCATIONAL GOAL.

MOST OFTEN ACADEMIC PERFORMANCE IS OPERATIONALIZED AS GRADES (E.G.

GRADE POINT AVERAGE (GPA)), OR, ALTERNATIVELY, HIGHEST LEVEL OF

EDUCATIONAL ATTAINMENT
 EXTRAVERSION IS PARTIALLY RELATED TO ACADEMIC PERFORMANCE, ACCORDING TO OTHER

STUDIES (CHAMORRO-PREMUZIC AND FURNHAM [3]). CIORBEA AND PASARICA (2013), CONFIRMS THIS

RESULT. THUS, THEIR STUDY FOUND A WEAK RELATIONSHIP BETWEEN EXTRAVERSION AND ACADEMIC

PERFORMANCE IN THE FORM OF THE FINALE PROJECT GRADE AND NO SIGNIFICANT CORRELATION

WITH THE OVERALL GRADE 402 IULIA CIORBEA AND FLORENTINA PASARICA / PROCEDIA - SOCIAL AND

BEHAVIORAL SCIENCES 78 ( 2013 ) 400 – 404 OF THE LAST ACADEMIC YEAR.

IT SHOULD BE NOTED THAT DESPITE THE PREVIOUS RESULTS
(CHAMORRO-PREMUZIC AND FURNHAM, [5]; FURNHAM AND CHAMORRO-
PREMUZIC [4]; EYSENCK, 1996, ACC. GILLES AND BAILLEUX [9]; INFANTE,
MARIN AND TROYANO [12]), THIS CORRELATION, EVEN IF IT HAS A LOW
VALUE, IT IS A POSITIVE CORRELATION. THIS POSITIVE ASSOCIATION
CAN BE BEST EXPLAINED IN TERMS OF INTERPERSONAL SKILLS
BECAUSE THE GRADUATION PROJECT REQUIRES A GOOD
COLLABORATION WITH THE TEACHER COORDINATOR FOR AT LEAST 6
MONTHS. THE CORRELATION WITH THE OVERALL GRADE OF THE FINAL
ACADEMIC YEAR REVEALS THAT THERE IS NO SIGNIFICANT
RELATIONSHIP BETWEEN EXTRAVERSION AND THE PERFORMANCE
DURING THE ENTIRE FINAL OTHER ACADEMIC YEAR
THE RELATIONSHIP BETWEEN EXTRAVERSION AND
ACADEMIC PERFORMANCE IS CONTROVERSIAL. SEVERAL
STUDIES HAVE CONCLUDED THAT THERE IS NO REASON TO
TALK ABOUT A RELATIONSHIP BETWEEN EXTRAVERSION
AND ACADEMIC PERFORMANCE (HEAVEN, MAK, BARRY AND
CIARROCHI [11]; ACKERMAN AND HEGGESTAD [1]). OTHERS
SUGGEST THAT EXTRAVERSION IS NOT CLEARLY LINKED
WITH ACADEMIC PERFORMANCE OR WHETHER THE
CORRELATION BETWEEN THESE TWO VARIABLES IS
POSITIVE OR NEGATIVE.
Studies have found both positive and negative correlations between this personality
factor and academic achievements. The inconsistency of extraversion can be explained
by two ideas. Firstly, extraversion can be a predictor of high academic performance
because extraverts are more active, ask more questions, which can help them learn more
effectively (Chamorro-Premuzic and Furnham [5]). Secondly, extraverts often have an
active social life, and this can interfere with activities devoted to studying because the
time spent for learning or documentation is reduced. For this reason, extraverts tend to
have a higher number of absences in school. Introverts, by failing emphasis on
socialization, have more time for themselves, time they can spend on studying
(Chamorro-Premuzic and Furnham [3], [5])
EXPERIMENTAL STUDIES HAVE SUGGESTED THAT PERSONALITY FACTORS,
IN PARTICULAR NEUROTICISM AND EXTRAVERSION, ARE IMPORTANT
DETERMINANTS OF ACADEMIC PERFORMANCE. THE MAUDSLEY
PERSONALITY INVENTORY WAS GIVEN TO FIRST-YEAR UNIVERSITY
STUDENTS OVER THREE YEARS AND SCORES ON THIS WERE RELATED TO
ACADEMIC PERFORMANCE AT THE END OF THEIR FIRST YEAR. THE RESULTS
SHOWED THAT THIS AUSTRALIAN UNIVERSITY POPULATION HAD HIGHER
MEAN NEUROTICISM AND EXTRAVERSION SCORES THAN THE NORMS FOR
THE TEST.
 ANALYSIS OF VARIANCE AND CORRELATION TECHNIQUES SHOWED THAT HIGH SCORES ON BOTH

FACTORS WERE NEGATIVELY RELATED TO ACADEMIC PERFORMANCE (SAVAGE, R.D. 1962).

ACCORDING TO VEDEL & POROPAT (2017), EXTRAVERSION HAS ONLY MODEST CORRELATIONS WITH

ACADEMIC PERFORMANCE OVERALL (POROPAT, 2009; RICHARDSON ET AL., 2012) WITH THE

STRONGEST RELATIONSHIP BEING BETWEEN SELF-RATED EXTRAVERSION AND ACADEMIC

PERFORMANCE IN PRIMARY EDUCATION (R = .18: POROPAT, 2009).

CORRELATIONS OF OTHER-RATED EXTRAVERSION WITH ACADEMIC
PERFORMANCE IN PRIMARY (R = .11: POROPAT, 2014A) AND SECONDARY AND
TERTIARY EDUCATION (R = .05: POROPAT, 2014B) ARE ALSO RELATIVELY MODEST
WHEN COMPARED WITH THE OTHER FFM DIMENSIONS. SO, EXTRAVERSION HAS
SOME RELEVANCE TO ACADEMIC PERFORMANCE, BUT CARE SHOULD BE TAKEN
TO AVOID OVER-INTERPRETING THESE MODEST ASSOCIATIONS. HOWEVER,
EXTRAVERSION HAS BEEN RELIABLY LINKED WITH A RANGE OF LEARNING-
RELEVANT VARIABLES. MORE EXTRAVERTED INDIVIDUALS GENERALLY HAVE
HIGHER SUBJECTIVE WELL-BEING SUCH AS POSITIVE AFFECT AND QUALITY OF
LIFE, MOST LIKELY DUE TO THE CREATION OF POSITIVE LIFE EXPERIENCES
FACILITATED BY THE SOCIABILITY COMPONENT OF EXTRAVERSION (STEEL ET
AL., 2008).
CHARACTERIZING EXTRAVERTED INDIVIDUALS MAY BE BENEFICIAL FOR
LEARNING THAT INVOLVES FREQUENT INTERACTIONS WITH TEACHERS
OR PEERS. CONSISTENT WITH THIS, MORE EXTRAVERTED STUDENTS
ARE BETTER AT SEEKING HELP FROM PEERS AND INSTRUCTORS, WHEN
THEY ENCOUNTER LEARNING DIFFICULTIES (BIDJERANO & DAI, 2007).
THIS ENABLES BETTER UNDERSTANDING, BUT IT ALSO MAKES 10 THE
STUDENT MORE VISIBLE TO THE TEACHER (POROPAT, 2014A). BEING
VISIBLE CAN HAVE A POSITIVE EFFECT ON THE STUDENT’S ACADEMIC
STANDING, BECAUSE TEACHERS IN PRIMARY EDUCATION, WHERE
INTERACTION BETWEEN STUDENTS AND TEACHERS IS MOST
FREQUENT, HAVE THE TENDENCY TO PERCEIVE SHY CHILDREN AS LESS
INTELLIGENT AND LESS ACADEMICALLY GIFTED THAN THEIR MORE TALKATIVE
COUNTERPARTS (COPLAN, HUGHES, BOSACKI, & ROSE-KRASNOR, 2011). THIS
MAY EXPLAIN THE POSITIVE ASSOCIATION BETWEEN EXTRAVERSION AND
ACADEMIC PERFORMANCE FOUND AT THIS EDUCATIONAL LEVEL. HOWEVER,
THESE SAME CHARACTERISTICS OF SOCIABILITY AND ORIENTATION TOWARDS
THE SOCIAL ENVIRONMENT MAY ALSO POSE A CHALLENGE TO THE
EXTRAVERTED STUDENT. STUDENTS HIGH ON EXTRAVERSION ARE GENERALLY
MORE ACADEMICALLY MOTIVATED AND HAVE HIGHER LEARNING GOAL
ORIENTATION (CLARK & SCHROTH, 2010; PAYNE ET AL., 2007), BUT THEY ARE
ALSO MOTIVATED TO SPEND TIME WITH FRIENDS, PARTICIPATE IN SOCIETIES
AND EVENTS, EXPLORE THE SOCIAL ENVIRONMENT, ETC. (BERNARD, 2010).
 THIS SOCIABILITY-INDUCED DISTRACTIBILITY MAY PARTLY EXPLAIN WHY

THE ASSOCIATION BETWEEN EXTRAVERSION AND ACADEMIC PERFORMANCE IS

REDUCED AT HIGHER ACADEMIC LEVELS, WHERE STUDENTS HAVE MORE

RESPONSIBILITY FOR THEIR OWN LEARNING.

THEORETICAL
FRAMEWORK
THIS STUDY IS ANCHORED ON CARL JUNG PERSONALITY THEORY CITED BY
PRAVEEN STRESTHA (2017) WHICH SAW UNIVERSAL TYPES IN HUMAN
PERSONALITY. IN THE MID 90S, JUNG'S THEORIES WERE STUDIED AND APPLIED
BY ISABEL BRIGGS MYERS IN THE REAL WORLD. ACCORDING TO ISABEL BRIGGS
MYERS IN GIFTS DIFFERING, ' JUNG NOTED THAT IT IS NOT POSSIBLE TO USE
THE ATTITUDES OF EXTROVERSION AND INTROVERSION AND THE JUDGING AND
PERCEIVING FUNCTIONS INDEPENDENTLY OF EACH OTHER. GAZZANIGA AND
HEATHERTON (2002) SUPPORT THIS THEORY AS THEY DEFINE PERSONALITY AS
SOMEONE’S CHARACTERISTIC WITH FEELINGS, THOUGHTS, AND BEHAVIOURS
WHICH ARE FORMED BY THE TIME AND THE EXPERIENCES OF THE
INDIVIDUAL. JUNG IN LANEY (2002) DEFINED THE EXTRAVERSION DIMENSION OF
PERSONALITY INTO TWO TYPES: INTROVERSION AND EXTROVERSION.
EXTROVERSION IS AN INDIVIDUAL’S CHARACTERISTIC WHICH ORIENTATES OF
PEOPLE, ACTIVITIES, AND THINGS OUT OF THE INDIVIDUAL. THEY HAVE OPEN-
MINDED CHARACTERISTICS AND ARE ACTIVELY INVOLVED WITH A GROUP OF
PEOPLE (LANEY, 2002). THE INTROVERT IS INTROSPECTIVE AND FINDS MEANING
WITHIN, PREFERRING THEIR INTERNAL WORLD OF THOUGHTS, FEELINGS,
FANTASIES, AND DREAMS. INTROVERTS HAVE BEEN SHOWN TO HAVE THE
ADVANTAGE OVER EXTROVERTS WHEN IT COMES TO LONG-TERM MEMORY AND
PROBLEM SOLVING (VAN MOURIK 2006). THEREFORE, SUPARMAN (2010:68)
STATED THAT THE EXTROVERT STUDENTS TEND TO BE BETTER SPEAKERS.
 SINCE THE BEGINNING OF 1990S, THERE HAS BEEN A GROWTH OF INTERESTING ON HOW

PERSONALITY IS RELATED TO THE ACADEMIC PERFORMANCE. IT IS SUPPORTED BY MURRAY AND

MOUNT (1996, P. 270) STATED THAT INDIVIDUAL’S PERSONALITY CAN INFLUENCE THE STUDENTS’

ACADEMIC PERFORMANCE. NOWADAYS, MOST PEOPLE TAKE PERSONALITY TEST TO FIND OUT WHAT

THE SKILLS THEY MASTER BASED ON THEIR PERSONALITY. ACCORDING TO LESTARI (2013) THERE IS A

CORRELATION BETWEEN THE PERSONALITY OF THE STUDENT, THE LEARNING STYLE AND THE

LEARNING STRATEGY THAT THE STUDENT DEVELOPS IN ORDER TO ACHIEVE BETTER ACADEMIC

ACHIEVEMENT.
Conceptual Framework

Independent Variable Dependent Variable

EXTRAVERSION
PERSONALITY ACADEMIC
PERFORMANCE
 FIGURE 1 THIS STUDY AIMS TO EXAMINE THE RELATIONSHIP BETWEEN EXTRAVERSION AND

ACADEMIC PERFORMANCE AMONG STUDENTS.

AS SHOWN IN FIGURE 1, THE INDEPENDENT VARIABLE IS THE EXTRAVERSION BECAUSE IT IS

ONE OF THE CRUCIAL ASPECTS OF PERSONALITY AND RESEARCH. OTHERWISE, THE DEPENDENT

VARIABLE IS THE ACADEMIC PERFORMANCE BECAUSE IT IS ONE OF THE MEASUREMENTS OF

STUDENTS ACHIEVEMENT TO THEIR ACADEMIC SUBJECTS, INDIVIDUAL ACADEMIC PERFORMANCE MAY

BE GREATLY INFLUENCED BY AN INDIVIDUAL'S PERSONALITY TYPE

SCOPE AND LIMITATION OF THE STUDY
 
 
THIS RESEARCH FOCUSES ON
FINDING OUT THE RELATIONSHIP OF EXTRAVERSION AND ACADEMIC
PERFORMANCE OF GRADE 12 HUMSS STUDENTS IN NORTHLINK
TECHNOLOGICAL COLLEGE. RECENT STUDIES AND RESEARCH WILL BE
USED AS A REFERENCE IN FINDING OUT WHAT IS THE LEVEL OF
EXTROVERSION AND HOW IT RELATES TO ACADEMIC PERFORMANCE OF
GRADE 12 HUMSS STUDENT. THE DATA COLLECTION WILL BE CONDUCTED
TO EIGHTY(80) G12HUMSS STUDENTS IN NORTHLINK TECHNOLOGICAL
COLLEGE S/Y 2021-2022 WHO WILL REPRESENT THE POPULATION.
 STATEMENT OF THE PROBLEM

THE PURPOSE OF THIS STUDY IS TO INVESTIGATE THE RELATIONSHIP OF EXTRAVERSION AND ACADEMIC PERFORMANCE

OF GRADE 12 HUMSS STUDENTS OF NORTHLINK TECHNOLOGICAL COLLEGE. THE FOLLOWING QUESTIONS WILL BE

ADDRESSED BY THIS RESEARCH

1 WHAT IS THE LEVEL OF EXTRAVERSION OF THE STUDENTS?

2 WHAT IS THE LEVEL OF ACADEMIC PERFORMANCE OF THE STUDENTS?

3 IS THERE A SIGNIFICANT RELATIONSHIP BETWEEN EXTRAVERSION ACADEMIC PERFORMANCES OF THE STUDENTS?

Null Hypothesis
 
 
Ho1 There is no significant relationship between extraversion and
academic performance of HUMSS students
CHAPTER 2
 
METHOD
 
RESEARCH DESIGN
 
 
THE RESEARCHERS WILL EMPLOY A DESCRIPTIVE CORRELATIONAL METHOD TO
IDENTIFY THE RELATIONSHIP BETWEEN THE GIVEN VARIABLES. QUANTITATIVE
NON EXPERIMENTAL DESCRIPTIVE CORRELATIONAL DESIGN DESCRIBES
VARIABLES AND THE RELATIONSHIP THAT OCCUR NATURALLY AMONG THEM.
QUANTITATIVE RESEARCH COLLECTS A VARIETY OF QUANTITATIVE DATA THAT
ALLOWS RESEARCHERS TO CONDUCT SIMPLE TO MORE IN-DEPTH STATISTICAL
ANALYSIS AGGREGATING SPECIFIC DATA, ALLOWING THEM TO UNDERSTAND
THE RELATIONSHIP BETWEEN VARIABLES (UNIVERSITY OF TEXAS ARLINGTON
LIBRARIES, 2020). DESCRIPTIVE CORRELATIONAL AIMS TO DESCRIBE
RELATIONSHIPS AMONG VARIABLES RATHER THAN TO INFER CAUSE AND
EFFECT RELATIONSHIPS. DESCRIPTIVE CORRELATIONAL STUDIES ARE USEFUL
FOR DESCRIBING HOW ONE PHENOMENON IS RELATED TO ANOTHER IN
SITUATIONS WHERE RESEARCHERS HAVE NO CONTROL OVER THE
INDEPENDENT VARIABLES, THE VARIABLES THAT ARE BELIEVED TO CAUSE OR
INFLUENCE THE DEPENDENT OR OUTCOME VARIABLE (JM LAPPE , 2000).
RESPONDENTS/ PARTICIPANTS
 
THE RESPONDENTS OF THIS STUDY ARE THE GRADE 12 HUMMS STUDENTS OF
NORTHLINK TECHNOLOGICAL COLLEGE, PANABO CITY. THEY ARE PERCEIVED AS
THE MOST EXTROVERTS THEREFORE THEY ARE CHOSEN AS THEY ARE
SUITABLE AND APPLICABLE TO THIS STUDY.
RESEARCH INSTRUMENTS
 
 
IN GATHERING DATA AND DETERMINING THE RESPONDENT'S RESPONSE, THE
RESEARCHERS USED ONE SURVEY QUESTIONNAIRE. TO ASSESS THE LEVEL OF
EXTRAVERSION PERSONALITY OF THE STUDENTS, THE RESEARCHERS
ADOPTED A SURVEY FROM AJIBOLA ABDUL-RAHMAN AKINTOMIWA (200644). THE
QUESTIONNAIRE USED 5-POINT LIKERT SCALES EACH ITEM RANGING FROM 1
(STRONGLY DISAGREE) TO 5 (STRONGLY AGREE). ON THE OTHER HAND, TO
MEASURE THE ACADEMIC PERFORMANCES OF THE RESPONDENTS, THE
RESEARCHERS WERE GOING TO ASK THEIR GPA FROM THEIR RESPECTIVE
ADVISERS WITH A FORMAL LETTER OF CONSENT
DATA GATHERING PROCEDURE
 
IN CONDUCTING THE STUDY THE RESEARCHERS FOLLOWED THE FOLLOWING STEPS:
INITIAL REVIEW. BEFORE OFFICIALLY DOING THE SURVEY, THE RESEARCHER WILL MAKE A PROPER
REQUEST LETTER TO CONDUCT THE STUDY AND WILL BE SENT TO THE RESPONDENT’S ADVISERS AND
TO THE RESPONDENTS THEMSELVES.
ADMINISTRATION OF RESEARCH INSTRUMENT. UPON APPROVAL, THE RESEARCHER WILL VIRTUALLY
SEND THEM THE QUESTIONNAIRES THROUGH GOOGLE FORM AND VIRTUALLY EXPLAIN THE
IMPORTANCE OF THE RESPONDENT’S RESPONSE AND WILL CLARIFY ALL THE ZA
RESPONDENT’S CONCERN ABOUT THE SURVEY AND ALSO CLARIFY THE TERMS THAT WERE USED TO ALLOW THEM

TO HAVE A FULL KNOWLEDGE OF THE RESPONSIBILITIES THEY HAVE AS THEY ARE THE SUBJECT OF THIS STUDY

AND TO MAKE A WISE AND LEGIT ANSWER TO THE SURVEY THAT WERE GIVEN TO THEM.

RETRIEVAL OF THE QUESTIONNAIRE. AFTER THE RESPONDENTS ANSWERED THE QUESTIONNAIRE FROM THE

GOOGLE FORM THAT WAS SEND TO THEM, THE RESEARCHERS WILL COLLECT AND TALLY THE DATA FOR

INTERPRETATION. AFTER COLLECTING ALL THE DATA FROM THE RESPONDENTS, THE RESEARCHER CAN NOW

PROCEED TO DATA ANALYSIS.

ANALYSIS AND INTERPRETATION OF RESULTS. THE RESULTS WERE THEN TABULATED, ANALYSED AND

INTERPRETED
REFERENCES