The Bookworm’s

List
The Correlation of Reading Comprehension and Big 5 Personality Style in Heavy Reader Senior High School
Students
 Objectives of the Study
This study aims at reviewing the relationship between learning styles, personality and reading comprehension
performance. In the last two decades, sample studies have been done to examine the relationship between learning
styles, learner's personality and performance in academic settings. The reviewed studies substantiate that there is a
relationship between personality types and/or traits of the learners, the way they establish their learning styles and
their academic success in school and university both at an undergraduate and postgraduate level. Therefore, learners
depending on the type of their personality resort to different learning styles or preferences which--in turn--affect their
learning performance. However, there are no studies--either theoretical or empirical--examining exclusively the role
of personality and learning styles on reading comprehension performance. Moreover, the findings with regard to the
bulk of research on the relationship between personality and success in reading comprehension--are not that
congruent. Accordingly--due to the scarcity of the research on showing the relationship between personality, learning
styles and achievement in reading comprehension, and also incongruity of the research results on personality and
reading comprehension performance--the current study proposes that further research on the above areas would be of
the great need.
 Statement of the Problem
This study pursued the study about the relationship of reading books to the personality of the
students in OLFU by guiding the following questions.

1. What is the level of reading comprehension of Senior High School students in OLFU?
2. What is the level of OCEAN personality of Senior High School students in OLFU?
3. What is the Significant Relationship between Reading Comprehension and Personality of Senior
High School students in Our Lady of Fatima University?
4. Is there a significant relationship between Reading Comprehension and Personality of Senior High
School students in Our Lady of Fatima University?
 Hypothesis
Ho: There is no significant relationship between the level of the big five personality styles and the
level of reading comprehension of the Senior High School students in Our Lady Of Fatima University-
Valenzuela Campus.
 Results
Table 1. The Mean Score and the Standard Deviation of Senior High School Students’ Reading
Comprehension with Regards to their Dominant Personality Trait.

Variables Mean Std. Deviation Interpretation

Personality Trait 377.7700 43.66744 Somewhat
Extraverted
Personality
Reading 19.2700 11.06168 Moderate Extent
Comprehension
Table 1.1: The Mean Score and the Standard Deviation of Senior High School Students’ Reading
Comprehension and Personality Traits in terms of their Extraversion Personality Styles

Variables Mean Std. Deviation Interpretation

PT 76.0000 5.88784 High Extraversion level

RC 24.7500 11.08678 Moderately High Reading Comprehension

level
Table 1.2 The Mean Score and the Standard Deviation of Senior High School Students’
Reading Comprehension and Personality Traits in terms of their Agreeableness
Personality Style

Variables Mean Std. Deviation Interpretation

PT 69.8889 19.66243 Very Low

RC 21.5556 13.75783 Moderate Extent

Table 1.3 The Mean Score and the Standard Deviation of Senior High School
Students’ Reading Comprehension and Personality Traits in terms of their
Conscientiousness Personality Style

Variables Mean Std. Deviation Interpretation

PT 69.6471 20.20502 Very Low

RC 17.5294 10.55413
Slight Extent Reading
Comprehension
Table 1.4 The Mean Score and the Standard Deviation of Senior High
School Students’ Reading Comprehension and Personality Traits in terms
of their Neuroticism Personality Trait

Variables Mean Std. Deviation Interpretation

PT 78.7059 15.14611 Very Low

RC 19.3382 10.97026 Moderate Extent

Reading Comprehension
Table 1.5 The Mean Score and the Standard Deviation of Senior High
School Students’ Reading Comprehension and Personality Traits in
terms of their Openness Personality Style

Variables Mean Std. Deviation Interpretation

PT 71.0000 1.41421 Very Low

RC 10.5000 3.53553
Slight extent
Table 2. Pearson’s R Moment of Correlation and Significance for the Reading Comprehension
of Senior High School Students in terms of their Personality Traits .

Statistical Treatment r-value Interpretation

Pearson’s Correlation .105 No or negligible relationship

 p-value Decision Interpretation

Significance (2-tailed) .300 Accept Ho There is no significant

difference between the
variable
 Discussion
The researchers could now respond to the questions raised by this analysis because the
final result had been revealed. This study aimed to identify the level of reading
comprehension and OCEAN personality among Senior High School students from Our Lady
of Fatima University. According to the findings, the mean score of the Personality Traits was
377.7700 with the standard deviation of 43.66744 The calculated mean score for Reading
comprehension is 19.2700 with the standard deviation of 11.06168. Both standard
deviation of the variables are higher than the mean score which connotes heterogeneity.

The findings of the study concluded that the null hypothesis (Ho) is accepted,
hence, there is no significant difference between the two variables. The calculated r-value
of the findings is .105 which denotes that the relationship between the two variables is no
or negligible relationship.
Thank You