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RELATIONSHIP BETWEEN PERSONALITY AND COURSE OF STUDY AMONG TERTIARY INSTITUTION STUDENTS IN NORTH WESTERN NIGERIA
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Inroduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This abstract provides an overview of a study conducted to examine the relationship between personality traits and the choice of course of study among tertiary institution students in Northwestern Nigeria. The study aimed to determine whether certain personality traits were associated with particular academic disciplines among the student population.
The research employed a quantitative approach and utilized a survey questionnaire as the primary data collection tool. The Big Five Personality Traits model, which includes extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience, served as the theoretical framework for the study. The questionnaire comprised sections addressing demographic information, course of study, and a validated personality inventory.
A systematic random sampling technique was employed to select participants from various tertiary institutions in the Northwestern region of Nigeria. The final sample size consisted of X students. Data analysis involved descriptive statistics, correlation analysis, and multiple regression analysis to identify relationships between personality traits and course of study.
Preliminary findings showed that certain personality traits were associated with specific courses of study. For instance, students pursuing social sciences and humanities courses tended to exhibit higher levels of agreeableness and openness to experience, while those in STEM-related fields demonstrated higher levels of conscientiousness. However, the relationship between personality and course of study was complex and influenced by various factors, including personal interests, social expectations, and cultural factors.
The implications of these findings suggest that personality traits play a role in shaping students' preferences for different academic disciplines. Understanding these relationships can aid academic advisors, educators, and policymakers in providing tailored guidance and support to students during course selection. Additionally, the findings contribute to the existing literature on the intersection of personality and educational choices among tertiary institution students in the Northwestern region of Nigeria.
Further research is recommended to explore additional factors that may influence the relationship between personality and course of study, such as parental expectations, socioeconomic background, and cultural influences. A longitudinal study design could provide insights into how personality traits evolve over time and how they impact academic and career outcomes among tertiary institution students in Northwestern Nigeria.
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