The Relationship Between Extraversion – Introversion, Neuroticism and School Adjustment in Government Secondary Schools in Anambra State

The Relationship Between Extraversion – Introversion, Neuroticism and School Adjustment in Government Secondary Schools in Anambra State.

ABSTRACT  

This study was designed to investigate the relationship between – introversion, , and school in Government secondary schools in Anambra State.

In order to carry out this research, eight hypotheses were formulated. The research design adopted for the study was the descriptive method.

The sample size consisted of two hundred and sixty students drawn from six schools in Ihiala Local Government Area.

Two questionnaires were used to collect the data for this study. The researcher adopted the (E.P.I) while the school adjustment questionnaire was self-designed.

Data were collected and analyzed. The statistical method employed in analyzing the data was Pearsont correlation. To test the hypotheses, a significance level of 0.01 was adopted to reject or accept the hypotheses.

The result revealed that there is a significant relationship between extroverted–introverted students and relationships with their peers, attitudes to classwork, and school activities.

It revealed that there is no significant relationship between extroverted –introverted students and relationships with their teachers.

The study also revealed that there is no significant relationship between students and their peers, teachers, and attitude to classwork. 

INTRODUCTION  

Learning according to Mukherjee (2002) is an inference from the individual’s performance manifesting some changes in behaviour which are seen as gains or as having survival gains to the organisms.

Students differ in their personal values, they receive and process information differently, their personality traits and understanding are different.

A teacher may do his best to teach his ideas to his class and help them to remove all obstacles to learning in their particular situation but he can never learn for them nor force them to learn.

The prerequisite of a learning-centred classroom is a favourable atmosphere. Akrofi (2001) maintained that for a classroom to be a favourable learning-centred classroom, there should be firstly the development of a good self-image, that is, working with the teacher to establish good guides for acceptable behaviour in the classroom.

Secondly, there must be the ability to assess their own progress in instructional activities and to make use of time efficiently.

Thirdly, there must be an interest in maintaining good working conditions in the classroom both for their own personal benefit and to help one another with their work.

Fourthly, there should be confidence, fearlessness, and freedom to ask questions whenever necessary.

A learning-centred classroom helps the child to accept himself and cope well with the social forces around him. The class atmosphere or climate is the setting in which the learning and development of children take place.

In a good climate, children not only work well but also enjoy the work and so benefit from what they are doing. 

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StudentsandScholarship Team.