CHAPTER 1:

Background of the Study

Introduction

In the realm of education, understanding the dynamics between

personality traits and academic performance has long been a subject of
interest. The rationale for choosing a Catholic school setting lies in
its unique environment, which often emphasizes values such as
discipline, community engagement, and personal development alongside
academic excellence. Investigating the role of introversion within
this context can provide insights into how the interplay between
personality traits and educational environments impacts student
outcomes.

According to Norm Schriever, Filipinos are very social and

spending much time with their family and friends maybe it’s in our
blood to communicate with other people who surround us. Also,
interaction is very important for it is the way we exercise our
influence on others, bring out changes in our and others’ attitudes,
motivate the people around us and establish and maintain relationships
with them. Introversion, characterized by a preference for solitude
and reflection over social interactions, is one such trait that can
significantly influence how students engage with their academic
pursuits. Introversion, as conceptualized by psychologists such as
Carl Jung and further explored by researchers like Susan Cain,
pertains to a preference for solitude, inward reflection, and lower
levels of social stimulation. While extroversion often receives more
societal praise and attention, understanding the impact of
introversion on academic achievement is crucial for providing tailored
support to students. But as defined by Kimberly Holland, some people
choose not to communicate and prefer to be alone and calm and they are
called introvert or characterized by introversion. Advantage of
introverted students tend to be more focused and have better
concentration skills. They are less likely to be distracted by
external stimuli and can devote their attention to their studies
source. This ability to concentrate can lead to better academic
performance as they are able to absorb and retain information more
effectively. Introverted students often prefer to work alone and are
comfortable with self-directed learning. They are more likely to
engage in independent research, explore topics in-depth, and develop a
deeper understanding of the subject matter. This self-motivated
approach to learning can contribute to academic success. Introverts
tend to prefer less social stimulation, require more time to think and
reflect before contributing ideas, and would often prefer to write
rather than speak (Cain, 2012; Condon & Ruth-Sahd, 2013; Davidson,
Gillies, & Pelletier, 2015). Introverts may find it challenging to
actively participate in class discussions or speak up in large groups.
They may prefer to listen and observe rather than engage in frequent
verbal interactions. This can sometimes lead to a perception of being
less engaged or less involved in the classroom that makes theme
disadvantage.

This research aims to investigate the relationship between

introversion and academic performance among students in one Catholic
school. By examining factors such as classroom participation, study
habits, and social interactions, this study seeks to provide insights
into how introversion manifests in academic settings and its
implications for student achievement. Additionally, exploring
potential moderators, such as teacher-student relationships and peer
dynamics, can offer nuanced understandings of the complex interplay
between personality and academic outcomes.

Theoretical Framework

Trait Activation Theory

This study will anchor on Trait Activation Theory (TAT) by Tett,

Hal A. Guterman, and Dawn D. Burnett, which posited that individuals’
traits are activated or expressed in response to situational cues,
which can influence their behavior and performance. In the context of
introversion and academic performance, TAT suggests that the classroom
environment, teaching methods, and social interactions can activate or
suppress troverted students’ taits, ultimately affecting their
academic performance.

According to TAT, introverted students may exhibit certain traits

such as preferring solitary activities, being reflective, and needing
quiet and focused environments for optimal learning. In a Catholic
school setting, where classroom environments may be more interactive
and social, introverted students may face challenges in fully
expressing their traits and engaging in classroom activities. They may
feel overwhelmed or drained by excessive social interactions and group
work, which can impact their ability to concentrate and participate
actively in class.

TAT also emphasizes the importance of understanding the

interaction between introverted students’ traits and the expectations
and values of the Catholic school environment. Catholic schools often
emphasize community involvement, teamwork, and social interaction.
While these values are important, it is crucial to recognize and
accommodate the needs of introverted students to create a balanced and
inclusive learning environment. By valuing and supporting the unique
traits of introverted students, Catholic schools can foster their
academic success and overall well-being.

Research Paradigm

Input Process Output

1. What is the 1. Assessing the The output will be the
profile of the profile of the assessed Level
respondents in terms respondents in terms Introversion and
of: of: Academic Performance of
1.1 Sex 1.1 Sex Students in One
1.2 Age 1.2 Age Catholic School and
1.3nGender 1.3 parents monthly proposed activities
1.4 Parents monthly income that will help to
income 1.4 parents highest improve the academic
1.5 Parent educational attainment performance.
educational attament 1.5 grade level
1.6 Grade level
2. Assessing the
2. What is the Level academic performance of
introversion of the respondents.
respondents on the
academic performance 3. Assessing if there a
relative to: significant difference
2.1 Social on the assessment of
2.2 Thinking the respondents on the
2.3 Anxious level of introversion
2.4 Restrainted/ of the respondents
inhabited introvert relatives to:
2.1 social
2.2 thinking
2.3 anxious
Statement of the Problem

This study aims to determine the introversion and academic

Performance of Students in One Catholic School to their academic

standing. Specially, it sought to answer the following questions:

1. What is the profile of the students in terms of:

1.1 Sex

1.2 Age

1.3 Parents monthly income

1.4 Parents highest educational attainment

1.5 Grade Level

2. What is the academic performance of the respondents?

3. What is the level of introversion of the respondents relatives

to?

2.1 Social

2.2 Thinking

2.3 Anxious

2.4 Restrained/inhibited

4. Is there significance relationship between the academic

performance and level of introversion of the respondents?

5. What measures can be proposed to improve the academic performance

of introversion practices?

Hypothesis

This study will be guided using a lone hypothesis that:

 1. There is no significance relationship between the academic

performance and level of introversion of the respondents?

Significance of the Study

The study holds significant importance as it aims to explore the

relationship between a student's introverted personality traits and

their academic performance within the context of a Catholic

educational institution. The result of this study will be benefitted

of the following:

Introverted students: By understanding the relationship between

introversion and academic performance, educators can develop tailored

teaching strategies and support systems that cater to the unique needs

of introverted students. This can lead to improved academic outcomes,

increased satisfaction, and a more inclusive learning environment.

Educators and school administrators: The study's findings can

help educators and school administrators to recognize the importance

of catering to introverted students' needs and provide them with

appropriate resources and support. This can ultimately enhance the

overall quality of education and contribute to better academic

performance across the student body.

Parents of Introverted Students: This understanding can help

parents support their children's learning at home and advocate for

their needs in the school environment.

Researchers: The study contributes to the broader educational

research landscape, providing valuable insights into the relationship

between introversion and academic performance. This can inspire future

studies, leading to a deeper understanding of this relationship and

the development of more effective teaching strategies and

interventions.

Scope and Delimitation of the Study

The study focuses on understanding the relationship between an

individual's introverted personality traits and their academic

performance within the context of a single catholic educational

institution. The respondents of this study are the 27 students in

Junior high school and Senior high school of Our Lady of Victories

Academy. Each section will include - respondents.

Definition of Terms

Academic performance - refers to the level of achievement, progress,

or success a student demonstrates in their educational pursuits,

typically measured through grades, test scores, class participation,

and other indicators of learning and intellectual development. It

reflects the extent to which a student has mastered the content and

skills taught in their courses or educational program.

Attitudes-can encompass beliefs, feelings, and behavioral tendencies

toward objects, people, events, or ideas. They are shaped by

individual experiences, social influences, and cultural factors and

can influence thoughts, emotions, and actions.

Catholic schools- are educational institutions affiliated with the

Catholic Church, where teachings and principles of the Catholic faith

are integrated into the curriculum and daily activities. These schools

typically provide education at various levels, from preschool to

secondary education, and sometimes higher education. Catholic schools

aim to foster academic excellence, moral and spiritual development,

and a sense of community and service based on Catholic values and

teachings.

Extroversion - is a personality trait characterized by a tendency to

seek stimulation from the external world, including interactions with

others. Extroverted individuals are often outgoing, talkative, and

sociable, enjoying being around people and engaging in social

activities. They tend to be energized by social interactions and may

feel drained or bored when alone for extended periods.

External stimuli - refer to any sensory inputs or environmental

influences that impact an organism from outside of its body. These

stimuli can come from the surrounding physical environment and can

include sounds, sights, smells, tastes, and tactile sensations.

Frequent verbal interaction- refers to the act of engaging in

conversation or communication often, typically through spoken

language. This involves regularly exchanging words, ideas, or

information with others through speaking. Frequent verbal interaction

can occur in various settings, such as in social gatherings, work

environments, classrooms, or during interpersonal relationships. It

often indicates a high level of communication and social engagement

with others.

Introversion -is a personality trait characterized by a preference for

solitude or quieter environments, as opposed to seeking out social

interaction. Introverted individuals often feel energized by spending

time alone or in small groups, where they can focus on their thoughts

and recharge their energy. They tend to be more reserved, reflective,

and inwardly focused, preferring deeper one-on-one conversations over

large social gatherings.

Inclusive Learning environment- encompasses the physical, social,

emotional, and cultural context in which learning takes place. It

includes factors such as the physical setting of the classroom or

learning space, the teaching methods employed, the relationships

between students and teachers, the social interactions among peers,

the emotional climate, and the overall culture of the educational

institution.

Independent research- refers to the process of conducting original

investigations or studies by an individual or a small group without

significant guidance or supervision from others. It involves

formulating research questions, designing methodologies, collecting

and analyzing data, and drawing conclusions autonomously. Independent

research is often conducted by students, academics, scientists, or

professionals in various fields to contribute new knowledge, advance

understanding, or solve specific problems.

Inward reflection- refers to the process of examining one’s own

thoughts, feelings, and experiences internally. It involves turning

one’s attention inwardly to explore and analyze one’s beliefs, values,

motivations, and emotions. Inward reflection often entails self-

awareness and self-examination, allowing individuals to gain insights

into themselves, their behaviors, and their relationships with

others.

Solitude- refers to the state of being alone or isolated from others,

typically by choice. It involves being in a quiet, peaceful

environment without the presence of other people. Solitude can be a

deliberate and beneficial experience for introspection, reflection,

relaxation, and rejuvenation. It allows individuals to disconnect from

external distractions and focus inwardly on their thoughts, emotions,

and personal experiences.

Social interaction- refers to the exchange of thoughts, feelings, and

behaviors between individuals or groups within a social context. It

involves various forms of communication and engagement, such as

conversation, cooperation, competition, and collaboration.

Self-directed learning- refers to a process where individuals take

initiative for planning, implementing, and evaluating their own

learning experiences. It involves setting goals, identifying

resources, and managing one’s own learning process without direct

supervision or instruction from others.

Trait activation theory (TAT)- proposes that specific situational cues

can activate or deactivate certain traits within individuals,

influencing their behavior. This theory suggests that people’s

behavior is not solely determined by their stable traits but can also
be influenced by the context they are in. Trait activation theory

emphasizes the dynamic interplay between individual traits and

situational factors in shaping behavior.

Tailored academic- performance refers to educational experiences,

instruction, or interventions that are specifically designed or

customized to meet the unique needs, abilities, and learning styles of

individual students. This approach involves adapting teaching

strategies, curriculum materials, and assessment methods to address

students’ strengths, weaknesses, interests, and preferences, thereby

optimizing their academic growth and success. Tailored academic

performance aims to personalize learning experiences to maximize

student engagement, comprehension, and achievement.

Optimal learning- refers to the most effective and efficient

conditions under which individuals acquire and retain knowledge,

skills, and understanding.