PERSONALITY AND LEARNING STYLES OF FIRST YEAR STUDENTS OF

CAVITE STATE UNIVERSITY - TRECE MARTIRES CITY,

GENERAL TRIAS CITY AND TANZA CAMPUSES

Undergraduate Thesis
Submitted to the Faculty of the
Cavite State University- General Trias City Campus
General Trias City, Cavite

In partial fulfillment
of the requirements for the degree
Bachelor of Science in Psychology

JOYCE C. BINAG
EDLYN ROSE N. ARIOLA
June 2019
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PERSONALITY AND LEARNING STYLES OF FIRST YEAR STUDENTS OF

CAVITE STATE UNIVERSITY - TRECE MARTIRES CITY,
TRIAS CITY AND TANZA CAMPUSES

Joyce C. Binag
Edlyn Rose N. Ariola

An undergraduate thesis outline submitted to the faculty of the Department of Psychology,

Cavite State University- General Trias City Campus in partial fulfillment of the
requirements for the degree of Bachelor of Science in Psychology with Contribution
No._________. Prepared under the supervision of Ms. Roncesvalle J. Caipang

INTRODUCTION

The way people learn and process new information they are taught off is one of the

many factors that make each individual person unique. Students learn in many ways, and

teachers differ in instructional methods. Nevertheless, both students and teachers share the

same goal - to reach optimal learning. Educational programs and courses that are

responsive to diverse student populations and their individual differences are essential.

Students behave and perform differently in class due to their prominent personality traits

and predominant learning styles (Vikanda, Nuchada, and Parichart, 2015).

According to Man and Tomoko (2010), individuals learn differently through many

ways from time to time, from culture to culture and from context to context. Thus, it has

become one of the pivotal factors to know students’ predominant learning styles that can

assist the learning process. As suggested by Litzinger, Lee, Wise, and Felder (2007), the

ultimate goal of teaching and learning is not to provide individualized instruction, but to

call for additional attention on a balanced instruction. Moreover, it is showed that the
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personality traits and learning styles were significantly associated with academic

performance.

Recent studies revealed that when teachers develop and expand their instructional

methods and techniques according to the individual learning style and personality of their

students there is marked improvement in their performance and achievement and drop in

the number of disciplinary problems (Lorenzo, 2015). Hence this study was conducted to

determine the personality and learning styles of students and try to find out the relationship

of these personality traits with the learning styles which served as basis in improving the

teaching- learning process and their conceptualization.

Furthermore, this study is relevant in order for Cavite State University to fulfill its

purpose of attaining the vision of providing excellent, equitable and relevant educational

opportunities in the arts, sciences and technology through quality and interactive

instructions and responsive to the learning needs of their student stakeholders.

Statement of the Problem

This study was conducted to determine the predominant personality trait and

predominant learning style of first year students who were enrolled in Cavite State

University- Trece Martires City, General Trias City and Tanza Campuses during the time

of the study.

Specifically, the study aimed to answer the following questions:

1. What is the demographic profile of the participants in terms of:

a. Age;

b. Sex;

c. Educational Curriculum before college; and

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d. Program?

2. What is the predominant personality trait of the student participants?

3. What is the predominant learning style of the student participants?

4. Is there a significant relationship between personality traits and learning style of

student participants?

Objectives of the Study

This study generally aimed to determine the predominant personality traits and

predominant learning style of first year students who were enrolled in Cavite State

University Trece Martires, General Trias and Tanza Campuses during the time of the study.

Specifically, the study aimed to:

1. determine the demographic profile of the participants in terms of:

a. age;

b. sex;

c. educational Curriculum before college; and

d. program.

2. determine the predominant personality traits of student participants.

3. determine the predominant learning style of respondents.

4. ascertain the significant relationship between personality traits and learning

style of student participants

Hypothesis

The hypothesis was formulated to investigate this study:

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1. Ho1: There is no significant relationship between personality traits and learning

style of first years students of Cavite State University Trece Martires, General Trias

and Tanza Campuses.

Conceptual Framework

The foundation of this study was based on the questionnaire used in this research.

The first theory used was the “Big Five” theory by McCrae and Costa (as cited in

Cherry, 2018) states that there are five personality traits such as openness, agreeableness,

conscientiousness, extroversion and neuroticism. Openness, this trait features

characteristics such as imagination and insight, and those high in this trait also tend to have

a broad range of interest. People who are high in this trait tend to be more adventurous and

creative. Agreeableness, this personality includes attributes such as trust, kindness,

affection, altruism and other pro-social behaviors. People with high agreeableness tend to

be more cooperative while those who are low tend to be more competitive and even

manipulative. Conscientiousness, this dimension includes high levels of thoughtfulness,

with good impulse control and goal directed behaviors. Highly conscientious individual

tend to be organized and mindful of details. Extraversion, it is characterized by sociability,

assertiveness, talkativeness, excitability and high amounts of emotional expressiveness.

Neuroticism is characterized by sadness, moodiness and emotional instability. Individuals

who are high in this trait tend to experience mood swings, anxiety, irritability and sadness

while those who are low in this trait tend to be more stable and emotionally resilient.

The second theory used was the “Perceptual Learning Styles Preference Model” by

Joy Reid (1995) which accordingly suggests that students learn best by using their

perceptions: visual, auditory, kinesthetic and tactile preferences and also two social styles
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of learning: individual and group preferences. Visual learning preference kind of student

like to read and obtain information, these learners prefer using pictures and imageries.

Auditory students are comfortable without visual input and learn from lectures and

conversations. Kinesthetic students like lots of hands on movement and enjoy working.

Tactile is a kind of learning through the sense of touch; learning primarily by “hands-on”

tasks. Individual (intrapersonal), they prefer to work alone and to be a self-reader. While

group (interpersonal), they favor learning in groups or with other people. Cited by Castolo

& Rebusquillo (2007).

Research Paradigm

The paradigm showed the variables of the study, which presenting the relationship

of personality and learning styles of first year college students.

Personality Learning style

openness, agreeableness, visual, auditory, kinesthetics,

conscientiousness, tactile, individual, group
extroversion and neuroticism

Figure 1. Research paradigm: Relationship of personality and learning style

The researchers used “Big Five Factor Theory” by McCrae and Costa (1987) it

stated that personality matters in many ways in shaping students and there are five

personality traits namely openness, agreeableness, conscientiousness, extroversion and

neuroticism. The above diagram showed that the personality was the independent variable.
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The researchers used “The Perceptual Learning Styles Preference Model” by Joy

Reid (1995). This theory states that students learn in different ways in absorbing knowledge

and skills. They learn better by using their predominant learning style such as visual,

auditory, tactile, kinesthetic, individual and group. The above diagram showed that the

learning style was dependent variable.

Significance of the Study

This study is beneficial to variety of individuals. It contains information about the

predominant personality traits and predominant learning styles of first year students who

were enrolled in Cavite State University- Trece Martires City, General Trias City and

Tanza Campuses during the time of the study. The relationship of these two variables were

also determined statistically as basis to accept or reject the null hypothesis.

This study shall benefit the following sector and individuals:

Student/s. It is beneficial to the students as this study will provide baseline

information on their personality and predominant learning style to help them deeply

understand themselves.

Parent/s. The parents are the first teacher of the child. This study may be useful to

them in understanding their child because nowadays there are different factors influencing

their personality and learning style.

Professors and Teachers. This study will give them information about the

personality and learning style of their students which would enable them to conceptualize

some strategies to improve their teaching style towards effective teaching-learning process.

Society. The findings of this study could set awareness for people to understand

personality and learning style of first year students who are enrolled in Cavite State
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University- Trece Martires, General Trias and Tanza Campuses, since the majority of

society are youth and most of the youth are graduated from senior high school, likewise,

this will serve as a foundation literature of the many potentials of this generation.

Educational Psychology. This study will give baseline information of the

personality and learning style of first year students who are enrolled in Cavite State

University- Trece Martires, General Trias and Tanza Campuses that can affect its academic

performance and surely help teacher to conceptualize some teaching strategies for their

student to learn more in classroom setting.

Future researchers. The output of this study will serve as a guide and reference in

conducting future studies of similar field or generate possible research ideas.

Time and Place of the Study

The study was conducted within the three campuses of Cavite State University

specifically, Trece Martires City, General Trias City, and Tanza Campuses from February

to March 2019.

Scope and Limitation of the Study

This study mainly focused on determining the personality traits and learning style

of first year students who were enrolled in Cavite State University- Trece Martires City,

General Trias City and Tanza Campuses during the time of the conduct of this study. First

year students of any age within the three campuses were the participants of this study. The

relationship of personality and learning style of first year students were also determined. A

total of three hundred fifteen (315) students participants were preselected following

Slovin’s formula broken down as 130 in Trece Martirez City Campus, 139 in General Trias

City Campus, and 49 in Tanza Campus.

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Definition of Terms

Below are the terms that may not be familiar to the readers:

Personality. It is what makes a person unique or similar to other people (Smith-

Duff, 2012). Parikh and Gupta as cited in Smith-Duff (2012), defined it as the

characteristics, behavior, emotions and thoughts of an individual using different pattern.

Personality consists of extraversion, conscientiousness, agreeableness, openness to

experience and neuroticism. Predominant personality means trait that stronger that others,

has power to overrule those below it, dictates your core values and guides your way; it is a

large part of your essence (A Conscious Rethink, 2017).

Learning style- it is the method where a person uses to learn. By knowing a

student’s learning style, a teacher can use teaching methods that maximize students that

maximize student learning (Whitehead, 2018). It has six preferences: visual, auditory,

Tactile, Kinesthetic, Individual and Group Learning style. Predominant learning style

means students predominant way to learn effectively (Moritz-Saladino, 2017).

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REVIEW RELATED LITERATURE

In this chapter, the researcher presented the related literature through the use of

articles, journals and electronic mediums came from foreign and local resources.

Personality

Personality matters in many ways in shaping individual lives. The "enduring

patterns of thoughts, feelings, beliefs, and behaviors" (Roberts, 2009) that people engage

in facilitate self- selection in to occupations, educational attainment, healthy lifestyles, and

risk-taking behavior

Mptaa (2017) describes personality as the relatively stable set of characteristics,

tendencies and temperaments that have been formed by heredity and by social, cultural and

environmental factors. These traits determine how we interact with and react to various

people and situations. Some of the aspects of personality are believed to be a result of

nature. They are traits with which we are born and which we acquire through heredity.

On the other hand, Parikh and Gupta (2010) as cited by Smith-Duff (2012) defined

personality as the characteristics, behavior, emotions and thoughts of an individual using

different pattern. Several researchers tried to figure out what is personality but the best

definition amongst all is that of the Five Factor Model (Big Five) developed and polished

by McCrae and Costa, John and Srivastava, and Funder best explain it. The Big Five Traits

consists of openness, conscientiousness, agreeableness, extraversion, and neuroticism.

Openness includes creativity, intellectual as well as interest in new and strange things.

Conscientiousness includes orderliness, responsibility and discipline. Agreeableness

consists of warmth, cooperativeness, and helpfulness. Extraversion is described by

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sociability, energy, and talkativeness. Neurotics are characterized by anxiety, moodiness,

and emotional instability.

As Bleidon and his collegues (2013) believe, it is now generally accepted in the

psychology literature that individuals become more agreeable, more conscientious, and less

neurotic, while transitioning from adolescence in to adulthood, and these results hold

across many cultures.

Sotto and Tackett (2015) suggested in their study that agreeableness and openness

to experience are declining at the stage of late childhood and early adolescence but it

increases in late adolescence and early childhood and early adolescence but it increases in

the late adolescence and early adulthood (as cited in Schurer and his colleagues, 2015).

Although the age-gradient in personality has been widely documented, little is known about

the factors that change personality over the life course.

According to Cherry (2019), the “big five’” are broad categories of personality

traits. Five traits mentioned were namely openness, agreeableness, conscientiousness,

extroversion and neuroticism.

Openness. This trait features characteristics such as imagination and insight.

People who are high in this trait also tend to have a broad range of interests. They are

curious about the world and other people and eager to learn new things and enjoy new

experiences. People who are high in this trait tend to be more adventurous and creative,

open to try new things, focused on tackling new challenges, happy to think about abstract

concepts. People who got low in this trait are often much more traditional and may struggle

with abstract thinking, dislike changes, does not enjoy new things, resist new ideas, not

very imaginative.
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Conscientiousness. This standard feature of this dimension include high levels of

thoughtfulness, good impulse control, and goal-directed behaviors. Highly conscientious

people tend to be organized and mindful of details. They plan ahead, think about how their

behavior affects others, and are mindful of deadlines. They pay attention to details and they

are good in having a set of schedules. People are low tends to dislike structure and

schedules, make messes and doesn’t take care of things, fails to return things or put them

back where they belong, procrastinates important tasks, fails to complete necessary or

assigned tasks.

Extraversion. This is characterized by excitability, sociability, talkativeness,

assertiveness, and high amounts of emotional expressiveness. People who are high in

extraversion are outgoing and tend to gain energy in social situations. Being around other

people helps them feel energized and excited, enjoys being the center of attention, like to

start conversation, finds easy to make new friends. People are low extraversion (or

introvert) tend to be more reserved and have to expand energy in social settings. Social

events can feel draining and introverts often require a period of solitude and quite in order

to “recharge”. They find it difficult to start conversation and make new friends.

Agreeableness. This personality dimension includes attributes such as trust,

altruism, kindness, affection, and other prosocial behaviors. People who are high in

agreeableness tend to be more cooperative, enjoy helping and contributing to the happiness

other people and assist others who are in need of help. While those low in this trait tend to

be more competitive and sometimes even manipulative, does not care about how other

people feel and insults and belittles others.

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Neuroticism. This is a trait characterized by sadness, moodiness, and emotional

instability. Individuals who are high in this trait tend to experience mood swings, anxiety,

irritability, and sadness, experiences a lot of stress, worries about many different things,

gets upset easily and struggles to bounce back after stressful events. Those low in this traits

tend to be more stable and emotionally resilient, very relaxed, and don’t worry much.

Learning style

Learning is the process of gaining understanding that leads to the modification of

attitudes and behaviors through acquisition of knowledge, skills and values, through study

and experience. It is a process that depends on experience and leads to long-term changes

in behavior potential. Keefe (as cited in Zhou, 2011) describes learning style as both a

student characteristic and an instructional strategy. As a student characteristic, learning

style is an indicator of how a student learns and likes to learn. Each learner has distinct and

consistent predominant ways of perception, organization and retention. These learning

styles are characteristic, cognitive, affective, and physiological behaviors that serve as

relatively stable indicators of how learners perceive, interact with and respond to the

learning environment.

As suggested by Sadullah (2009), learning style can affect students learning

process, thus it is important for lecturers to accept diversity in the learning styles among

students and to be creative in conducting lectures and applying assessment methods in

order to foster more enjoyable and meaningful learning experiences. Knowledge of

learning style also provides information to the student as to why s/he has learnt in a

different way than others. It helps to control the process of learning. It is vital because one

of the most important signals in learning is to learn to be autonomous, that is, for the
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individual to take responsibility for his/her own learning. Because of this, s/he should know

what learning style is. This has to be part of the learning process to enable the individual

to obtain knowledge, which constantly shifts and changes, without any help from others.

Briefly, confidence in learning will consistently rise when learners know how to learn.

Learning to learn and grasping knowledge in a suitable manner will lessen the need for an

overbearing control by teachers. At this point, teachers guide the students. The students

take responsibility for their learning, they are at the center of the process and everything is

under their control.

Keefe (as cited in Nivedhitha & Chetan, 2016) has defined learning styles as the

“composite of characteristic cognitive, affective, and physiological factors that serve as

relatively stable indicators of how a learner perceives, interacts with, and responds to the

learning environment.” According to Sternberg (as cited in Amir, 2017), learning style has

been defined as the different ways or means by which student learn.

Visual learning style. This is learning by watching. Visual learners learn best when

information is presented visually and in a picture or design format in a classroom setting.

Visual learners are best at understanding a wide range of information and putting it into

concise, logical form. Visual learners are generally more interested in the logical soundness

of an idea than its practical value. They benefit from instructors who use visual aids such

as film, video, maps and charts. They also benefit from information obtained from the

pictures and diagrams in textbooks. Visual learners tend to work in a quiet room and may

not like to work in study groups. When trying to remember something, they can often

visualize a picture of it in their mind. A visual learner could be identified by the following

characteristics: mind sometimes strays during verbal activities, observe rather than acts or
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talks, like to read, usually a good speller, memorizes by seeing graphics or pictures, not too

distractible; finds verbal instruction difficult, has good handwriting, remembers faces, uses

advanced planning doodles, quiet by nature, meticulous and neat in appearance and notices

details. Visual learners also retain more knowledge from the use of charts, graphs, and

spread sheets than from oral lectures or other more auditory teaching aids. Computer

programs and other types of visual aids can enhance their comprehension as well. Flash

cards are also a great source of learning for visual style learners. Visual learners can

maximize the use of flash cards, if they are responsible for creating and reviewing them.

Allow visual learners an opportunity to organize materials as well so that they will have to

examine information closely. Lastly, the use of acronyms, visual chains, and mnemonics

is useful for a visual learner as well.

Auditory Learning Styles. This simply means learning by hearing. Auditory

learners learn best when information is presented in an oral language format. In a classroom

setting, they benefit from listening to lecture and participating in group discussions. When

trying to remember something, they can often ‘hear’ the way someone told them the

information, or the way they previously repeated it out loud. Auditory learners learn best

when interacting with others in a listening/speaking exchange. They are best at finding

practical uses for ideas and theories and usually do well on conventional tests. Auditory

learners should also be encouraged to summarize orally what they have read after they have

read it. Summarizing aloud will allow an auditory learner to hear the information, so they

can get a better handle on it. Auditory learners tend to retain information from funny little

jingles that they make up or that can be taught. Jingles, songs and poems spoken aloud can

help auditory learners remember dates and events of importance. Video tapes and audio
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tapes may also help auditory learners to gain the necessary knowledge that is required of

them in a given setting. Study groups where topics can be discussed and debated aloud can

also help auditory learners grasp the information they are learning.

Kinesthetic and Tactile Learning Style. This is learning by feeling.

Kinesthetic/Tactile learners learn best when physically engaged in a “hands on” activity.

In the classroom, they benefit from a laboratory setting where they can manipulate

materials to learn new information. Also, they learn when they can be physically active in

the learning environment. Kinesthetic/ tactile learners benefit from instructors who

encourage in-class demonstrations, “hands on” student learning experiences, and fieldwork

outside the classroom. This is learning by feeling. Kinesthetic/Tactile learners learn best

when physically engaged in a “hands on” activity. In the classroom, they benefit from a

laboratory setting where they can manipulate materials to learn new information. Also,

they learn when they can be physically active in the learning environment. Kinesthetic/

tactile learners benefit from instructors who encourage in-class demonstrations, “hands on”

student learning experiences, and fieldwork outside the classroom concepts, allowing them

to exaggerate their lip movements, or having them learn from auditory sources that they

can listen to while they move around. This type of learner can also learn concepts by putting

them to beat and being allowed to tap out the best as he recites what he needs to know.

Additionally, tactile learners will comprehend more if they are permitted to get up and

stretch from time to time.

Group Learning Style. Learners enjoy generating energy and ideas from other

people. They prefer socializing and working in groups. Learning activities that benefit

extraverted learners include teaching others how to solve a problem, collaborative/group

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work, and problem-based learning. If you enjoy teaching others, participating in group

learning by experience, you are probably an extraverted learner. Learns best through direct

experiences. Willing to lead, participate and offer opinions.

Individual Learning Style. Learners are still, sociable; they prefer to solve

problems on their own. Introverted learners enjoy generating energy and ideas from

internal sources, such as brainstorming, personal reflection, and theoretical exploration.

These learners prefer to think about things before attempting to try a new skill. Prefers to

work alone, they enjoys quiet, solitary work and often generate ideas as from internal

sources. They also refers to listen, watch and reflect.

Bhat and Govil (2014) studied the learning styles and its influence on

teaching/learning process, and found that students’ learning styles enabled teachers to

organize their instruction according to their needs. And, identifying their learning styles

facilitated the learning and learners to become more self-confident.

Relationship of Personality and Learning Style

Personality and learning style are linked to the learning of a student. According to

Freire (as cited in Zeynep, 2014) as she described schooling as “banking education,”

because schools invest a certain amount of information in the minds of students and then

withdraw it when the time comes. All students in modern classrooms are seen to be alike.

They listen passively to what the teacher says and sooner or later the teacher takes back

whatever it was that he or she had said.

Previous research results show that there are individual differences among

undergraduates in terms of their personality traits and learning styles. Using the Big Five

personality trait construct, Busato and his colleagues (1999) found relationships between
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the personality traits and learning styles of 409 first-year psychology students. To identify

learning styles they used the Vermunt learning style construct, which consists of meaning

directed, reproduction-directed, application-directed and undirected learning styles.

Similarly, Furnham and his colleagues (1999) reported a significant relationship between

the personality traits and learning styles of 223 adult participants. Drummond and Stoddard

(1992) also discovered a significant relationship between personality traits and learning

styles. Kolb (1999) believes that our personality has important role in determining learning

style.

Siddiquei and Khalid (2018) emphasized in their study that personality traits and

learning styles are correlated to each other, which could guide e-learners to enhance

learning and, as a result of the fulfillment and self-satisfaction of learning process will be

improved among e-learners. Shahri, Javadi and Esmael (2012) in their study, also affirms

that there is significant relationship between learning styles and personality types.
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Synthesis

Knowing the personality characteristics of learners and attention to their individual

differences in the field of interests, attitudes, cognitive and emotional features and so on

are important tasks of teachers and experts of education. Recognizing individual

differences among each personality dimensions can help us know more the individuals and

one of the knowing methods is reviewing in the field of their personality discussions

(personality types). It means that what factors cause that features, characteristics and

behavior of individuals is different from each other.

It is important for teachers to consider the learning styles of the students. In so

doing, the teacher must plan the lesson in such a way that she would integrate activities

that will suit the need of the students. To make the teaching-learning process more

meaningful; it is the role of the teacher to help all students of various learning styles to

learn (Kindsvatter, 2001).

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METHODOLOGY

This chapter contains the research design, methods and statistical tools that the

researchers used and in this chapter also states the step-by-step procedures of how the

researchers conducted the study.

Research Design

This study utilized a quantitative research design with descriptive-correlation

approach wherein it observed and analyzed the relationship among variables. The data

gathered by the researchers were compared to appropriately determine the personality and

learning styles of first year students who were enrolled in Cavite State University- Trece

Martires, General Trias, and Tanza Campuses during the time of conduct of the study.

These three campuses are the smallest satellite campuses of the University managed by a

single administrator, hence, the basis of its inclusion in the study.

Participants of the Study

The participants in this study were first year students of any age. They were

enrolled in different programs offered in Cavite State University- Trece Martires City,

General Trias City and Tanza Campuses during the time of conduct of the study. Using

Slovin’s formula with a margin error of 0.05, a total of 315 first year students were pre-

determined as total number of participants. These were broken down as 130, 139 and 49 in

Cavite State University: Trece Martirez City campus, General Trias City campus, Tanza

campus respectively.

Sampling Technique

Stratified random sampling technique using proportional allocation was the

sampling technique used in this study. It was considered as a fair way of selecting a sample
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from a given population since each member was given equal opportunities of being

selected. By using stratified sampling, the researchers can increase the representatives of

the respondents especially within three campuses.

Data Gathering Procedures

The researchers prepared all the files needed such as the permission letters,

questionnaires and informed consent. This study was conducted in the month of March.

First, the researchers asked the permission of the administrator of three campuses of Cavite

State University- Trece Martires City, General Trias City and Tanza to conduct the study

within premises. Then, researchers gave informed consent to the participants and explained

to them the importance, procedures and benefits of the study. After the debriefing, the

researchers let the participants signed the informed consent; this served as the agreement

between the researchers and the respondents. Once the subjects were finished signing the

consent they were given questionnaires including the demographic profile and survey that

was checked and validated by three professionals – an Educational Psychologist,

Registered Psychometrician, and Licensed Teacher. Then, the participants filled the

research instrument to determine their personality and learning style. The data gathered by

the researcher were analyzed and interpreted using applicable and standard statistical tools

in order to address the objectives of the study. Through correlation analysis, researchers

determined the relationship of personality and learning style.

Research Instrument

The survey questionnaires adopted were (1) Big Five Inventory, a 44-items

questionnaire made by John, Nauman, Sotto (2008) that measures the personality through

a 5-point Likert scale (1=disagree strongly to 5=agree strongly). This covers five (5) facets
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in personality including extraversion, agreeableness, conscientiousness, openness to

experience and neuroticism. It has test-retest reliability of 0.84. The sub-facets will be

determined by getting the mean of scores of each sub-facets item; (2) Perceptual Learning-

Style Preference Questionnaire (PLSPQ), a 27 items questionnaire made by Joy Reid 1987

This has been modified by Castolo and Rebusquillo (2007) for their research last 2006-

2007 in PUP-Manila designed for Philippine setting. This survey identifies student’s

learning style that utilized a five point Likert scale (1= strongly disagree to 5=strongly

agree). It covers six (6) facets in learning style preference including visual, auditory, tactile,

kinesthetic, individual and group style preference. It has test-retest reliability of between

0.64 and 0.89. The sub-facets will be determined by getting the mean of scores of each sub-

facet items.

Statistical Treatment of the Data

The researchers analyzed and computed the data, using the following statistical

tool:

Mean. It was obtained when all the scores are added and divided by the number of

cases. This was used to address objective in personality and learning style of first year

student that were determined. It was determined by adding all the data points in a

population and dividing the total number by number of points.

Frequency. This was used to identify the quantity of first year students in terms of

their demographic profile including levels of personality and predominant learning style

Percentage. To know the percent distribution of the first year student of CvSU- T3

campus in terms of demographic profile including age, gender, educational curriculum

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before college and their program. Also the levels of personality and predominant learning

styles

Pearson - R correlation. This was used in measuring the correlation of the two

variables; Personality and Learning style.

Table 1. Scoring and interpretation for the personality

MEAN SCORES INTERPRETATION

1.0 – 3.00 Low Level
3.01 – 5.00 High Level

Table 2. Scoring and interpretation for the learning style

MEAN SCORES INTERPRETATION

1.0 – 3.00 Low
3.01 – 5.00 High

Ethical Consideration

The researchers informed the authors of the questionnaires; asked permission and

requested a copy. After the study has been defended, edited, approved by the panelist,

screened and evaluated by the ERB, researchers asked permission to the administration of

the campuses where researchers conducted the study. Participants of the study were given

an informed consent and had the choice to participate or not and they were not forced to

answer. The researchers gave and collected the questionnaires on the same day and made

sure that all data will be treated with utmost confidentiality. In protecting the participant’s

identity, the researchers rest assured that the study was strictly confidential and

participants had the choice not to indicate their names on the questionnaire. All data

especially the student’s demographic profile were kept confidential. Results gathered

were used for educational purposes and on this study only.

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RESULT AND DISCUSSION

This chapter presents the findings of the study regarding the personality and

learning styles of first year students of Cavite State University - Trece Martires City,

General Trias City and Tanza Campuses. Tables were clearly devised to present the data.

Table 3 shows the demographic profile of first year students of T3-Campuses.

Majority of the students participants from the three campuses were aged range 17-20, and

most of the participants were female. And most of the participants graduated from Senior

High School (233).

Table 3. Demographic profile of first year students of CvSU-T3 campus

TRECE
GENTRI TANZA
CATEGORY MARTIRES TOTAL
F % F % F %
Age
17-20 98 31.11 116 36.83 34 10.79 248
21-24 24 7.62 18 5.71 9 2.86 51
25-28 6 1.90 4 1.27 3 0.95 13
29-32 0 0.00 1 0.32 0 0.00 1
33-36 1 0.32 0 0.00 0 0.00 1
37-40 1 0.32 0 0.00 0 0.00 1
Gender
Male 43 13.65 60 19.05 20 6.35 123
Female 87 27.62 76 25.08 26 8.25 192
Curriculum
before college
Senior High 102 32.38 108 34.29 23 7.30 233
School
Old Curriculum 27 8.57 26 8.26 19 6.03 71
ALS 1 0.32 5 1.59 4 1.27 10
 24

Table 3. Continued…
TRECE
GENTRI TANZA
CATEGORY MARTIRES TOTAL
F % F % F %
Program
BSEE 10 3.17 9 2.86 7 2.22 26
BSEM 0 0.00 0 0.00 4 1.27 4
BSP 9 2.86 16 5.08 0 0.00 25
BSBM 52 16.51 38 12.06 16 5.08 106
BSOFAD 18 5.71 16 5.08 0 0.00 34
BSIT 18 5.71 15 4.76 11 3.49 44
BSTM 0 0.00 16 5.08 0 0.00 16
BSHM 23 7.30 29 9.21 8 2.54 60

Majority of student participants are currently enrolled under the program Bachelor

of Science in Business Management (BSBM) with 34% in total population since this is the

most popular course in the Philippines (Enriquez, 2018). Some of the programs were not

offered in other campuses, hence there is zero enrollees.

Predominant Personality Traits of First Year Students

Table 4 shows the predominant personality traits of first year students of CvSU-

Trece Martirez City, General Trias City, and Tanza Campuses. Results show that all

personality traits exist in all participants of three campuses but two of which are

predominant, these are: agreeableness and openness to experience (3.50-3.75).

 25

Table 4. Predominant Personality of first year student of CvSU-T3 Campus

TRECE
GEN. TRIAS TANZA
MARTIRES
PERSONALITY (n = 139) (n = 46)
(n = 130)
FACTORS
Interpreta- Interpreta- Interpreta-
Mean Mean Mean
tion tion tion
Extraversion 3.20 High Level 3.21 High Level 3.22 High Level

Agreeableness 3.58* High Level 3.71* High Level 3.63* High Level

Conscientiousness 3.17 High Level 3.27 High Level 3.33 High Level

Neuroticism 3.04 High Level 3.01 High Level 2.99** Low Level
Openness to
3.50* High Level 3.55* High Level 3.41* High Level
experience
Legend: * - Predominant trait
** - Less dominant trait

Students with agreeableness personality trait are more cooperative and enjoy

helping and contributing to the happiness of others and more assistive to people in need.

Student of this personality trait tend to be more interested in academic requirements and

gain higher achievements in their studies (Komarraju and his colleagues. 2011). While

those who are open to experience have long intellectual curiosity (Smillie, 2017). They are

curious about the world and other people and eager to learn new things as well as enjoy

new experiences. Students who are high in this trait tend to be more adventurous and

creative, focused on tackling new challenges, and are happy to think about abstract

concepts (Cherry, 2019).

Extraversion and conscientiousness are apparently predominant personality traits

next to agreeableness and openness but tend to be lower in range (3.10-3.35). This implies

that teachers deal with several personality traits in a classroom set-up. Those with

extraversion personality are more sociable, likes to talk or usually initiate the conversation,
 26

outgoing and tend to gain more energy in social situations. Conscientiousness personality

is goal oriented, organized and mindful of details. They plan ahead, think about how their

behavior affects others, and are mindful of deadlines. They pay attention to details and they

are good in having a set of schedules (Kalajdziski & Ackovska, 2018).

According to Oz (2015), openness and agreeableness are correlated significantly

with each other and extraversion and conscientiousness on the other hand. De Raad and

Schouwenburg (as cited in Yusoff, 2018) suggested that the big five factors of extraversion,

conscientiousness and openness to experience are most relevant in an education setting. In

relation to this, studies have shown that maturation may have impact on the five traits. As

people age, they tend to become less neurotic. Agreeableness, openness, extravert and

conscientiousness, on the other hand, tend to increase as people grow older (Cherry, 2019).

Majority of first year students from CvSU-T3 Campuses are low in Neuroticism as

shown in the result. Psychologist World (2019), states that people with low levels of

neuroticism find it easier to remain calm and less affected by stressful events. They are

able to maintain a more proportionate perspective on events, which results in them often

worrying less and experiencing lower levels of stress. Since most of the participants are

entering in early adulthood it implies that they can manage their emotion with regards to

their study. Scollon and Diener (2007), explain that neuroticism scores have been found

gradually decrease as a person aged, as they become more comfortable with their life

circumstances.

Predominant Learning Style of First Year Students

Table 5 show the data from the PLSQ revealing the Cavite State University - Trece

Martirez City, General Trias City, and Tanza Campus predominant learning style.
 27

Table 5. Predominant learning style of first year student of CvSU-T3 Campus

TRECE
GEN. TRIAS TANZA
MARTIRES
LEARNING (n = 139) (n = 46
(n = 130)
STYLE
Interpreta- Interpreta- Interpreta-
Mean Mean Mean
tion tion tion
Visual 3.78* High 3.90 High 4.05* High
Tactile 3.61 High 3.73 High 3.87 High
Auditory 3.77 High 3.96* High 4.12* High
Group 3.67 High 3.62 High 3.75 High
Kinesthetic 3.87* High 4.01* High 4.14* High
Individual 3.83* High 3.94* High 3.83 High

Legend: * - Dominant Learning Style

Results show that all learning styles exist to all participants of three campuses.

However, the most predominant learning style of students prevalent to three campuses are

mostly kinesthetic and combination of visual, auditory and individual. Students with

auditory learning style love class discussion and they learn through lectures. For kinesthetic

learning style, students like lots of hands on exercises and enjoy working with movements,

it also implies that participants are exposed to activities wherein they can use their body in

order to gain and express their knowledge.

The learning style develop among first year college student must have attribute

from the skills they learned in their previous educational background. Since most of the

student participants graduated from senior high school which is under the K-12 program.

K-12 program was designed to be the student-centered where they have to be involved and

exposed to activities aligned to a specific academic track for them to develop particular

skills. According to Philippine Basic Education (2015), The DepEd K-12 curriculum is
 28

advertised as learners-centered type of approach that focused on the optimum development

of the Filipino child.

Relationship of Personality and Learning Style

Table 6 shows that generally personality and learning style has significant

relationship.

Table 6. Overall Relationship of Personality and Learning style of first year student of
CvSU-T3 Campuses
VARIABLES COEFFICIENT P-VALUE DECISION VERBAL
Personality to Significant
0.601 0.00 Reject Ho
Learning style Relationship

Note: Level of significance (α=0.05)

Decision: If p-value <0.05, then Reject the null hypothesis (Ho), otherwise, accept Ho

Study of Furnham et al. (1999) as cited by Yadardner et al. (2014) reported similar

finding of positive correlation of two variables. Several other researches also show similar

results that personality and learning style are indeed important factors to be considered by

educators to facilitate effective teaching-learning process. Kolb (1999) believes that our

personality has important role in determining learning style.

With the results of this study in which literatures also affirm providing emphasis

on the positive correlation of personality and learning styles towards attaining the

educational goals of students, institutions and educator themselves, it is recommended to

take these factors into consideration in scaling the academic behavior of the students.
 29

Table 7. Relationship of personality trait and learning style of student of CvSU-T3

Campus per sub –facets
LEARNING STYLE
PERSONAL-
ITY TACT- AUDI- KINES- INDIVID
VISUAL GROUP
ILE TORY THETIC UAL
Extraversion -0.021NS 0.004NS 0.81 NS 0.126* 0.126* 0.112*
Agreeableness 0.144* 0.051 NS 1.30* 0.130* 0.130* 0.105 NS
Conscientiousn
0.136* 0.120* 2.50* 0.191* 0.191* 0.097 NS
ess
Neuroticism -0.003 NS 0.041 NS 1.12 NS 0.018NS 0.018NS 0.037 NS
Openness 0.169* 0.213* 7.90* 0.253* 0.253* 0.110 NS

Legend: * - Significant at α=0.05 NS - Not Significant at α=0.05

Table 7 presents which learning style is appropriate for each personality trait. It

reveals that student with extraversion personality are significantly related to kinesthetic,

individual and group learning style. It implies that being assertive, sociable, affectionate

type of learners, they may learn neither being independent nor with the group and through

their bodies and sense of touch. In addition, individuals who fall under extraversion may

benefit from learning that involves interactions with teachers and peers, they seeks help

from them when they find difficulties in learning (Bidjerano and Dai, 2007).

Student with agreeableness personality shows significant correlation with visual,

auditory, kinesthetic, and individual learning style. It implies that being patient, moderate,

sensitive type, they could learn either in any of these methods: class discussion, working

with projects as well as can manage to work alone.

Like students with agreeableness personality, student with openness to experience

personality shows same significant correlation with visual, auditory, kinesthetic, and

individual learning style. Being imaginative, perceptive, creative, and original they can

learn through variety of teaching methods like lecturing and used of images or pictures.
 30

They love to work on their own as well which they can express their authenticity and

personality. They can also learn through moving their bodies such as any sports activities.

Conscientiousness is strongly associated with careful control, a dimension of

temperament reflecting self-regulatory abilities. In educational context, students score

highly on learning-related factors showed to employ more problem-focused coping

strategies, which facilitates to their learning and academic performance to face the

adversity (McCann and his colleagues, 2012). It implies that they have more self-

regulation, they can control one’s emotion/behavior that they would prefer to work alone

that associated with groups, hence no significant relationship with group learning style.

Openness includes factor reflecting artistic and contemplative interest and an

intellect component that reflects curiosity and approaches to the learning (Stumm, Hell &

Chamorro-Premuzic, 2011). It indicates that participants has contemplative interest which

means that they are deep and performed thoughtfully, therefore it implies that they are

serious type of person who prefer to be alone rather than in group.

Agreeableness has positive correlation with academic performance, individuals

tend to spend more time on homework, procrastinate less, employing more self-regulatory

in learning strategies and style such as time management, effort regulation, elaborative

processing (Komarraju, et. al., 2011). With this personality trait, results shows that they

are not associated with tactile and group learning style since they also tend to self-regulate,

so they do not usually express themselves to others.

Neuroticism also known as emotional stability, individuals who belong to low

neuroticism are emotionally stable which means it encompasses a relaxed mode and calm

mode of feeling, thinking, and behaving (Steel and his colleagues, 2008). There is no
 31

particular learning style associated with this personality which may suggest that they could

learn without teaching intervention. They prefer work on their own and may want to learn

in online education system. Emotional stable individuals are more likely to willfully focus

and learn from errors and less time to do homework (Lubbers and his colleagues, 2010).
 32

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the highlights of the study. It provides methodical and

comprehensible summary from previous chapter. To draw conclusion, a judgment or

decision reached by reasoning. Lastly, it also presents the list of findings and tenders some

recommendation.

Summary

The idea that the way an individual learns is related to their personality is not new.

In this case, correlation of these two variables with different instruments in CvSU – T3

campuses’ students is latest. Every person is unique to each other and not all people enjoy

learning in the same way. Some individuals prefer to hear information, other prefers to read

it and still others prefer to do something with the information.

The study was conducted to determine the personality and learning style of first

year student of Cavite State University - Trece Martires City, General Trias City and Tanza

Campuses.

Findings from the data indicate that majority of students are high level of

extraversion, agreeableness, conscientiousness and openness, however it also shows that

they have low level for neuroticism. Moreover, the most predominant learning styles of

these first year students in CvSU- T3 Campuses are auditory, kinesthetic, group and

partially tactile.

As all data were gathered, it reveals that personality has a high significant

relationship with learning style even if one sub scale rejects it.
 33

Conclusion

After a careful analysis and interpretation of data, the researchers have come up to

some generalization. Participants of this study were three hundred fifteen (315) who were

answered questionnaires was found that most of the participants were 17-20 years of age

and most them were female. The dominant program within three campuses was BSBM.

Results revealed that majority of students’ personality traits are extraversion,

agreeableness, conscientiousness and openness. However, it also shows that they have low

level for neuroticism. Furthermore, the majority of respondents have major preferences for

kinesthetic, tactile, group and auditory learning styles, with kinesthetic being the most

predominant way. They have minor preferences for visual and individual learning style.

The respondents showed variation in their perceptual learning style preferences. Since

teaching style have been found to influence the learning style of students, there is

possibility that the major learning style of these students, especially the kinesthetic, tactile,

auditory and group learning styles are reflective of the teaching and learning style they

have been exposed to during their school days.

Personality and learning style are both likely to play considerable roles in

influencing of learners. Students learn in many different ways. Within any predominant

learning style, an individual may utilize different learning strategies in order to access and

assimilate relevant information.

The result may seem to be in contrast with previous studies in different countries,

however, many factors played in.

 34

Recommendations

Based on the results that had been presented, some recommendation has been

formulated for the following sectors and individuals:

The researchers recommend to the students that they should be made aware of their

dominant personality trait and predominant learning style(s) in order for them to participate

more actively and effectively in their class discussion. Additionally, it will allow them to

have opportunity to reflect on their learning process and give them idea to strengthen their

weakness in learning.

The researchers recommend to the parents that they should be aware for their

child’s personality and learning style, because there are also responsible in the identity

development and could help their child’s learning. Presence and guidance of parents are

needed.

The researchers recommend to the professors and teachers that they must provide

multiple opportunities for their students to investigate identify and use their learning styles.

Also, they need to integrate as many teaching styles as much as possible into their lesson

preparation in order to cater for their students’ needs. Research on learning style provides

teachers with an understanding of students and how they learn. Teacher should make

conscious efforts to improve the teaching/learning situation. Approachability and class

preparedness of teachers are needed.

The researchers recommend to the CvSU- T3 campuses administrators should that

they engage closer involvement in preparing curricular materials needed to be sensitive to

the culture of the learners. Institution must provide workshops related to this study, for
 35

instance the teaching strategies such subject expertise, strong communication skills and

work experiences.

The researchers recommend to educational psychologist to look into a

comprehensive educational approach that takes into account both personality trait and

learning styles need to be pursued in educational psychology

The researchers recommend to the future researchers that they should explore in

order to gain better insights into the learning process of individuals. Future researchers may

rely also on different elicitation instruments and varied research approach that can provide

a truly complete and accurate picture of a learner’s learning style preferences. They may

also try it to larger samples or different groups and apply different statistical methods and

variables.

Research reports that an individual’s learning style preference is partially

determined by their personality. Researchers encourage the development of further

research examining the relationship between personality and other approach to learning

style in other cultural contexts. It might also be interesting to examine also their academic

performance.

Finally, a process of “adopting and adapting” instructional techniques and

strategies for all learning styles seems more appropriate. The findings of this study can be

used in learner training, in tailoring instructions and in preparing suitable learning

environment.
 36

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TABLE OF CONTENTS

INTRODUCTION............................................................................................................. 1
Statement of the Problem ........................................................................................ 2
Objectives of the Study ........................................................................................... 3
Hypothesis............................................................................................................... 3
Conceptual Framework ........................................................................................... 4
Research Paradigm.................................................................................................. 5
Significance of the Study ........................................................................................ 6
Time and Place of the Study ................................................................................... 7
Scope and Limitation of the Study.......................................................................... 7
Definition of Terms................................................................................................. 8
REVIEW RELATED LITERATURE ............................................................................ 9
Personality............................................................................................................... 9
Learning style........................................................................................................ 12
Relationship of Personality and Learning Style.................................................... 16
Synthesis ............................................................................................................... 18
METHODOLOGY ......................................................................................................... 19
Research Design.................................................................................................... 19
Participants of the Study ....................................................................................... 19
Sampling Technique ............................................................................................. 19
Data Gathering Procedures ................................................................................... 20
Research Instrument.............................................................................................. 20
Statistical Treatment of the Data........................................................................... 21
Ethical Consideration ............................................................................................ 22
RESULTS AND DISCUSSION ..................................................................................... 23
Predominant Personality Traits of First Year Students......................................... 24
Predominant Learning Style of First Year Students ............................................. 26
Relationship of Personality and Learning Style.................................................... 28
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ................................ 32
Summary ............................................................................................................... 32
 41

Conclusion ............................................................................................................ 33
Recommendations ................................................................................................. 34
REFERENCES ................................................................................................................ 36