The Relationship between Introvert and Extrovert Personality towards Students’ Academic Achievement in Primary School

Abstract

This study examines the relationship between introvert and extrovert personality with the students’ academic achievement in a primary school located in Malaysia. This study uses a quantitative approach, followed by a descriptive correlation method. Two null hypotheses were formulated to guide the study. The population is 839 students, a random sampling technique was used to determine the sample size of 269 students from Year 1 and Year 2. Eysenck Personality Questionnaire-Revised (EPQ-R) was used to measure the level of extrovert and introvert personality while the Classroom Assessment Report 2022 is used to measure students’ academic achievement. The data obtained was analysed using descriptive statistics. This study found that the mean of academic achievement for extroverted students (4.1911) was higher than the introverted students’ (4.0956). The results also show that there is no significant relationship between extroverted personality and students’ academic achievement (r = - 0.085, p = 0.257) and no significant relationship between introverted personality and students’ academic achievement (r = - 0.021, p = 0.844). This study may contribute to the primary school students, educators and Malaysia’s Ministry of Education. The findings of this study give implications that age also affects the level of extrovert and introvert personality in addition to the type of assessment that will affect the academic achievement of extrovert and introvert students.