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.
Highlights
IntroductionIn a situation where the expected behavior of individuals by the society is such that ideal men would show aggressiveness, outward orientation, talk more, lead, and instruct (extroverted orientation), whereas ideal women would talk less, be humble, share, give help, and show support (introverted orientation) (Osorio, 2014; URT, 2011), it was interesting to learn how introversion-extroversion personality trait would mingle with gender in shaping students’ attainment of school subjects such as science (see Kahle & Lakes, 1983)
The present study explored the relationship between personality trait introversion-extroversion and academic achievement in science subjects among secondary school students in Tanzania
The nature of the task and the learning settings have been highlighted as blending factors, combining with personalities in shaping students’ learning and achievement. It is in the light of this, that the present paper argues that, personality traits such as introversion-extroversion could be an important determinant of the classroom as well as outdoor work behaviors that might influence students’ learning and achievement in science subjects
Summary
In a situation where the expected behavior of individuals by the society is such that ideal men would show aggressiveness, outward orientation, talk more, lead, and instruct (extroverted orientation), whereas ideal women would talk less, be humble, share, give help, and show support (introverted orientation) (Osorio, 2014; URT, 2011), it was interesting to learn how introversion-extroversion personality trait would mingle with gender in shaping students’ attainment of school subjects such as science (see Kahle & Lakes, 1983) While it was not the intention of the present study to cheer up social construction of gender that encourages suppressive masculine male traits (Sondergaard, 2005), the study sought to learn how these relationships would translate into science classroom where a great deal of meaningful engagement and interaction both in the classroom and out-of-classroom learning is required regardless of gender
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