Personality Traits and Class Engagement of Grade 12 Students in Maryknoll

College of Panabo Inc.

In partial fulfillment of the requirements in Practical Research 2 Subject A

Chatto, Chester Jeg L.

September 2023
 TABLE OF CONTENTS

Chapter 1 ...........................................................................................................1
Introduction........................................................................................................1
Background of the Study...................................................................................1
Statement of the Problem...................................................................................3
Research Objectives...........................................................................................4
Hypothesis.........................................................................................................4
Theoretical Framework......................................................................................5
Conceptual Framework......................................................................................6
Significance of the Study...................................................................................6
Scope and Limitations.......................................................................................8
Definition of terms.............................................................................................8
 CHAPTER 1

INTRODUCTION

Background of the Study

An interesting and complicated link exists between a student's personality

and their level of participation in class, with the former frequently acting as a

significant predictor of the latter. Numerous studies have investigated the role that

a student's unique qualities and attributes may have in their degree of involvement

in the classroom. Using empirical research to illuminate the complex interplay

between a student's personality and their educational engagement, we will explore

the numerous facets of nature that affect class involvement in this discussion.

According to McLeod (2017) Personality features underline a person's

uniqueness, and each individual has an idiographic perspective on their identity;

therefore, it is critical to understand what type of person they are. The person's

personality will help them converse and establish their own sense of self. Holzman

(2018) further said that a personality attribute is a person's conduct and way of

thinking that he or she develops and displays to others, further on, Students' focus

and attention are improved as well as their ability to think critically when they are

actively involved in the learning process.

Student engagement, according to The Glossary of Education Reform

(2016), "refers to the amount of focus, interest, enthusiasm, and excitement that

students show when they are studying or being lectured, which transcends to the

degree of motivation that they feel to learn and advance in their learning." This

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extends to how motivated they are to study and advance in their education. In the

study of Embarak & Khan (2019), There are many learning and intellectual levels

among students methods in the classroom that have an impact on their ability to

comprehend particular academic ideas and acquire particular abilities. It is

believed that certain personality qualities will have an impact on how students

approach their studies and, as a result, on the outcomes of their studies.

Numerous research studies made by (Leiden-Delft-Erasmus Universities, 2015)

have looked at the relationship between personality and class interaction and, if

so, which particular personality traits are crucial for improved class results.

In a recent international study conducted in the United States of America on

class engagement in relation to personalities conducted by Gallup (2018), the

responses of the students concluded, nearly half of students (47%) are engaged,

29% are not engaged, and 24% are actively disengaged, according to the Gallup

Poll conducted last 2018. In a recent national study conducted by De Goma &

Moneva (2020), it shows that the rarely class engaged students have a total

frequency of 152 with a percentage of 64.7%, while those students who has active

class engagement has a total frequency of 83 with a percentage of 35.3% and the

total is 235 overall with 100% percentage. There is more rarely disengaged

students than engaged Senior High School Students of Jagobiao National High

School.

Consequently, the researchers have not encountered an existing study in

the local setting. Giving consideration in this research study, we the researchers

want to further comprehend the essential relationship between personalities and

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class engagement, especially the Grade 12 Students of Maryknoll College of

Panabo.

STATEMENT OF THE PROBLEM

The study focused on the relationship of class engagement and the Senior

High Students during school activities, specifically the Grade 12 students in

Maryknoll College of Panabo. Therefore, the researchers want to find out how

individual personality traits influence and interact with class engagement behaviors

among grade 12 students, it aims to answer the following questions:

1. What is the level of Personality Trait of Grade 12 SHS Students in MCPI

in terms of:

1.1. Openness

1.2. Conscientiousness

1.3. Extroversion

2. What is the level of Class Engagement of Grade 12 SHS Students in

MCPI in terms of:

2.1. Behavioral Engagement

2.2. Cognitive Engagement

2.3. Emotional Engagement

3. Is there any association between the demographic profile and the

level of Personality Traits of Grade 12 SHS Students in MCPI?

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 RESEARCH OBJECTIVES

This Research Study aims to identify the relationship between Personalities and

Class Engagement of Grade 12 Students in Maryknoll College of Panabo Inc.

Having diverse personalities make particular effects on class engagement of

students. This Study aims to:

 To Determine the level of Personality Trait in terms of:

1. Openness

2. Conscientiousness

3. Extroversion

 To Determine the level of Student Engagement in terms of:

1. Behavioral Engagement

2. Cognitive Engagement

Emotional Engagement

 To establish the relationship of Personality Traits and Student Engagement

HYPOTHESIS

Based on the derived statement of the problem, the researchers have

drawn this hypothesis:

Ho: There is no significant relationship between personality traits and class

engagement of students.

Ha: There is a significant relationship between personality traits and class

engagement of students.

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 THEORETICAL FRAMEWORK

Personality Trait Theory, specifically the Big Five Model. According to Darby

(2022), It has been hypothesized that social psychologists began attempting to

develop a better scientific knowledge of personality as early as the late 19th

century. This framework posits that five core personality traits - Openness,

Conscientiousness, Extraversion, Agreeableness, and Neuroticism (OCEAN) -

play a significant role in shaping individuals' behavior, including their engagement

in the classroom setting. Moreover, this can also be associated with the Self-

Determination Theory (SDT), created by Deci and Ryan in 1985, provides a useful

framework for comprehending how students' motivation and sense of autonomy

affect their engagement in class. According to the SDT theory, people are

intrinsically motivated to fulfill their fundamental psychological needs for autonomy,

competence, and relatedness. In a variety of settings, including the classroom,

these psychological needs have a significant impact on how motivated and

engaged people are. These theories solidify this study’s take on the relationship

between class engagement and behaviors of grade 12 SHS.

CONCEPTUAL FRAMEWORK

PERSONALITY CLASS
TRAITS ENGAGEMENT
 Openness  Behavioral Engagement
 Conscientiousness  Cognitive Engagement
 Extroversion  Emotional Engagement
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 Figure 1 . Conceptual Framework

Figure 1. presents the variables of the research study. Our two Variables are

Personality Traits and Class Engagement. On the left is the Independent Variable

which is Personality Traits along with its indicators namely: Openness,

Conscientiousness, and Extroversion, and on the right is our dependent variable

which is the Class Engagement with its indicators namely: Behavioral, Cognitive,

and Emotional Engagement. It is defined to find out the association between two

variables, Personality Traits and Class Engagement and how both variables have

relation to each other.

SIGNIFICANCE OF THE STUDY

In presenting this research, it talks about the implications for personal

growth, relationships, and various aspects of society. It will also contribute to those

students who want to know more about the relationship of class engagement to

grade 12 SHS. This study will significantly benefit the following:

Students - At the end of the research, students expand their knowledge about

their personalities. It can help introverted students better understand their

personality traits, preferences, and tendencies, leading to improved self-

awareness. Students will clearly establish their ideas and thoughts about this topic.

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Institutions - This study can spread the information of the struggle and

experiences that introverts are going through days. This can help the community

with spreading and informing other people with the given knowledge and might be

able to widen their thoughts and understanding towards this topic.

Teachers -. can gain insights into the different learning styles of introverted

students. Teachers can play a role in helping introverted students develop social

and communication skills that will serve them well in the future. This can lead to

more productive teacher-student interactions and better academic outcomes.

Future Researchers- This study would help future researchers with the same field

of study. This would become their future reference. This study can help gather the

information needed and establish research. This study is more focused on the

experiences of student personalities. Future researchers can have ease in

searching for information and are given no complications or difficulties in defining

the research. This does not just benefit the future researcher to have no difficulties;

the information gathered can also help with tasks and future studies.

SCOPE AND LIMITATIONS

The study focused on finding out the correlation of Personality Traits and

Class Engagement. This also include the effects of Personality Traits of Grade 12

Students, as these are also relevant in finding out the main objective of the study

which is to know the relationship of the variables. Hence, the study did not cover

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other problems or inaccuracy of the said topic. This study’s target population are

the Grade 12 Senior High School students of Maryknoll College of Panabo, Inc.

(MCPI). The researchers will examine a selected number of random senior high

school students from Grade 12 who portray personality traits as the sample size of

the said study. The results of this study are applicable only to the respondents of

this study and should not be used as measure of the students who do not belong

to the population of this study.

DEFINITION OF TERMS

Personality Traits- represent the typical cognitive, emotions, and

personality traits of individuals.

Class Engagement- means if "students make a psychological investment

in learning," happens.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Behavioral Engagement

Although there are many aspects of academic engagement, such as cognitive

and relational engagement, behavioral engagement has been the subject of most

research Lawson and Lawson (2013).

According to Zepke (2018) the term "student engagement" refers to a construct

that teachers can use to understand better what students do, think about, and feel

while learning as well as how to improve these behaviors in classroom settings.

An important component of student engagement is behavioral engagement. It

speaks of the involvement and participation of students in academic activities.

Numerous factors, including attendance, participation in class discussions,

completion of homework assignments, and test scores, can be used to gauge

behavioral engagement.

The importance of behavioral engagement cannot be overstated. It is first

connected to academic success. Students are more likely to learn and perform at a

higher level if they are more behaviorally engaged. Second, student motivation

depends on behavioral engagement. More behaviorally engaged students are

more inclined to be driven to learn and succeed. Third, social and emotional

development depends on behavioral engagement. More behaviorally engaged

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students are more likely to form wholesome bonds with their teachers and

classmates and are less likely to struggle with issues like anxiety and depression.

For 12th graders, behavioral engagement is a crucial matter. These students

are getting ready for either college or job hunting, and part of how well they do in

those endeavors depends on how involved they can be in their studies.

As indicated by Fredericks et al. (2016), engagement can be acknowledged as

a complex, numerous concept that encompasses behavioral, cognitive, emotional,

and social effects. As a result, it is critical to make progress in our understanding of

this human characteristic and how it affects education. In particular, we believe

that the evaluation of the more objective, behavioral aspects of engagement,

particularly the observation of how the emergence of various instructors' and

students' in-class behaviors can influence the engagement of students, may help

to improve existing teaching styles.

According to Bond et al. (2020), researchers have worked to define and

comprehend the various aspects of student engagement that apply in a variety of

contexts. According to Reeve et al. (2019), behavioral, cognitive, and emotional

engagement frequently include multidimensional constructs, are greatly influenced

by context, and are defined by a specific conceptual framework. It has been

argued that a detailed level of specificity is needed to measure and conceptualize

student engagement, regardless of the construct or context Sinatra et al., (2015).

In conclusion, recent research emphasizes the crucial importance of behavioral

engagement in learning, working, and interacting with others in social situations. It

enhances interpersonal relationships, job performance, academic achievement,

and overall well-being. It is critical for people and organizations aiming for

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individual and group growth and achievement to comprehend the factors that affect

behavioral engagement and to put these understandings into practice through the

implementation of promotion strategies.

Cognitive Engagement

Another crucial element of student engagement is cognitive engagement. It

refers to the concentration and commitment that students make to their studies.

Numerous factors, including the depth of students' thought processes, the caliber

of their inquiries, and their capacity to apply what they have learned to new

contexts, can be used to gauge cognitive engagement.

Researchers have used motivation for forty years to explain how and why

students are motivated to complete academic tasks or why they are not. Results of

extensive studies demonstrate that improving affective and behavioral functioning

and academic performance requires motivation according to Alpaslan et al. (2016),

cognitive factors play a role in educational settings.

The value of cognitive engagement cannot be overstated. It is first

connected to academic success. More mentally active students are more likely to

learn and perform at a higher level. Second, student motivation depends on

cognitive engagement. More mentally active students are more likely to be driven

to learn and succeed. Third, critical thinking and problem-solving abilities depend

on cognitive engagement. The ability to think critically and solve problems

successfully is more likely to be exhibited by students who are more cognitively

engaged.

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 It depends on a number of interrelated factors that affect their motivation for

learning, dedication to their learning environment, and participation in academic

processes at school. Additionally, it directly refers to the use of learning strategies,

demonstrating that students comprehend and monitor cognition. This factor is

crucial in predicting students' success in academic performance. Different levels of

thought can result from different learning patterns and the use of different learning

strategies Hu & Li, (2017).

Additionally, Greene (2015) considers cognitive engagement to be a

superordinate construct, reflections on how to learn best, and the use of mental

energy to facilitate strategies and basic ways of thinking about what one is

learning. Depending on the learner's background and the course's demands,

reflections have been cognitive engagement components that vary.

When students actively participate in their educational experiences, they

are cognitively engaged. Students who are cognitively engaged set goals, plan

steps, monitor progress, solve problems as they arise, and reflect on their

learning in the face of challenges, Justine Wilson (2021).

Without a doubt, student motivation is an essential aspect of learning

Svinicki, (2016). We can, therefore, consider emotional and behavioral

engagement to be necessary prerequisites for cognitive engagement.

However, students must also be intensely cognitively engaged in their time

investment to have the greatest immediate return.

The central role of cognitive engagement in learning, problem-solving,

creativity, motivation, and various real-world applications is highlighted by

recent literature, in conclusion. Understanding the importance of cognitive

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 engagement and the variables that affect it can have profound effects on

learning, growth, and success in the workplace. For people and organizations

looking to maximize the potential of their cognitive abilities, encouraging

cognitive engagement and creating the ideal environment is vital.

Emotional Engagement

The third and final element of student engagement is emotional

engagement. It speaks to how the students feel and behave about their education.

Students' interest in the subject matter, enjoyment of the learning process, and

sense of community in the classroom can all be used as indicators of emotional

engagement.

There are many reasons why emotional engagement is important. It is first

connected to academic success. More emotionally involved students are more

likely to learn and perform at a higher level. Second, student motivation depends

on emotional involvement. More emotionally involved students are more likely to

be driven to learn and succeed. Third, students' emotional engagement is crucial

for their well-being. More emotionally involved students are less likely to struggle

with issues like anxiety and depression. An essential aspect of human experiences

in many spheres, such as education, work, and social interactions, is emotional

engagement.

Emotional state in which knowledge and skills of emotions were developed

through a variety of activities. Only a few other people Hanin and Van-

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Nieuwenhoven (2016) considered motivation to be a function of achievement

emotions.

According to research by Kahu et al. (2015), students' achievement

emotions can affect both their engagement and disengagement. It is generally

acknowledged that both of these factors are important predictors of students'

success in higher education.

Relationships that students have with their education play a significant role

in their emotional engagement. Students take the lead in discussions as they

converse with one another about their learning in a dialogue-based classroom.

Since an effect size of 0.4 is equal to one year's growth, Hattie, J (2015) notes that

this directly affects emotional engagement and is strongly correlated to student

learning with an effect size of 0.82.

According to Postareff et al. (2017), knowledge of the connection between

emotions and learning behavior is advantageous for students' interactions,

learning outcomes, and mental health. The blending of online and offline learning

will unavoidably stir up a range of emotions in the students Feng X. et al., (2020).

Student's feelings about their learning are what define emotional

engagement. Teachers can spot signs of emotional engagement in their student's

participation in class discussions, questions they ask requests for assistance, and

expressions of curiosity. Emotional engagement is increased by developing good

relationships and establishing a learning environment that is student-centered

Justine Wilson (2021)

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 In conclusion, recent research highlights the pervasive significance of

emotional engagement in various life domains. It contributes to learning, work

performance, interpersonal relationships, and overall well-being. Recognizing the

importance of emotional engagement and cultivating emotional intelligence and

resilience can lead to more fulfilling and successful personal and professional

lives. As such, emotional engagement remains a critical area of focus for

individuals and institutions seeking to thrive in today's complex and interconnected

world.

Recognizing the interplay between these forms of engagement and

understanding their respective impacts is essential for individuals, educators,

employers, and communities seeking to support personal growth, achievement,

and overall thriving in a complex and interconnected world. Balancing and

nurturing these types of engagement can lead to more meaningful, successful, and

fulfilling lives.

CHAPTER 3

METHODOLOGY

Research Instruments

The researchers employed a standardized survey instrument, specifically

the EZ Yale, comprising a total of twenty-one (21) questions. They tailored this

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questionnaire by incorporating all the questions aligned with the Statement of the

Problem for this study, resulting in twenty-one (21) modified questions.

The researchers employed Google Forms for data collection, utilizing a

questionnaire comprising sixty-one (61) questions designed to address the study's

research inquiries. This questionnaire incorporates four (4) Multiple-choice

questions, presented in all Categorical and Drop-Down formats, for profiling

purposes. Furthermore, it includes twenty-one (21) Rating Scale questions

categorized as Ordinal Questions. Additionally, each question is accompanied by

answer choices, facilitating respondents in selecting their answers to ensure the

collection of accurate and pertinent data for the study.

Data Gathering Procedure

The procedures that the researchers use to collect the data required for the

analysis that resolves the issue raised in the study are the following:

1. The initial step involves seeking standardized questionnaires relevant

to the research to be use for data collection.

2. The next step is to present the questionnaire to the Practical

Research 2 Adviser for assessment.

3. A letter, facilitated by our Practical Research 2 Adviser, is then

submitted to the department head, granting the researchers permission to

conduct the survey.

4. Another letter is sent to the Office of the Registrar to obtain data

encompassing the entire Senior High School student body, along with a roster

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of student names. Subsequently, the researchers proceed to identify potential

respondents.

5. The subsequent step entails requesting the respondents' consent to

participate in the survey, utilizing personal messages sent via a messaging

app, with the expectations of a positive response.

6. Following the collection of respondents' responses, the researchers

distributed the survey questionnaires by sharing a link to a Google Form

through the messaging app.

7. Finally, the questionnaires are retrieved.

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