Relationship between Personality Trait Introversion-Extroversion and Academic Achievement in Science Subjects among Secondary School Students in Tanzania

Authors

  • Winston Massam

DOI:

https://doi.org/10.5296/ijld.v11i3.18779

Keywords:

Personality trait, Introversion, extroversion, Academic achievement

Abstract

While extrovert individuals tend to obtain their energy from other people, and they love talk, they interact, participate, lead, and socialize, introvert individuals direct their energy and attention inward and reflect on their own thoughts, memories, and feelings. Based on the introversion-extroversion personality characteristics, the present study sought to determine who performs better in science subjects between introverts and extroverts, and demonstrate these relationships by gender. The assumption was that while science classrooms require a great deal of interaction among the learners, these contrasting dimensions of personality trait could be reflected in classrooms and bear some implications on students’ learning and achievement. We employed a modified Eysenck Personality Questionnaire (EPQ) to identify students’ personality (N=345) along introversion-extroversion scale and correlated these with their academic performance obtained from their National Form Two (Grade 9) Exam which is considered of high quality and standard. A comparison within sex revealed that introvert girls performed significantly better than extrovert girls whereas extrovert boys performed significantly better than introvert boys. When a comparison was made between sexes, it was revealed that extrovert boys had significantly higher grades compared to extrovert girls while introvert girls had significantly higher grades compared to introvert boys. Overall then, the study revealed a statistically significant correspondence of higher grades with introvert girls and extrovert boys, and lower grades with extrovert girls and introvert boys. The study implications and suggestions are made to inform instruction, guidance, and intervention.

Author Biography

Winston Massam

Institute for Educational Development, Aga Khan University

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Published

2024-06-18

How to Cite

Massam, W. (2024). Relationship between Personality Trait Introversion-Extroversion and Academic Achievement in Science Subjects among Secondary School Students in Tanzania. International Journal of Learning and Development, 11(3), 17–38. https://doi.org/10.5296/ijld.v11i3.18779

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