1. What is the level of awareness in Personality Expression in terms of:
1.1 Steadiness
Table 1.1 the level of awareness in Personality Expression in terms of
Steadiness
Steadiness
1. I think that no matter what happens in
the outside world, I have fundamental
principles and ideas will always had true.
2. I'm frequently find myself changing to
what I am or what I behave to blend in with
other situation or social groups.
3. I can perceive my ability to express my
true self authentically in various situation.
4. I often find myself modifying my opinions
of beliefs to fit in with those around me.
5. I felt pressured to suppress my true
feelings or thoughts in order to maintain
harmony in group.
OVER-ALL MEAN
Mean
SD
Verbal
Interpretation
3.21
0.56
AGREE
3.19
0.51
AGREE
3.31
0.56
AGREE
2.86
0.65
AGREE
3.26
0.50
AGREE
3.17
AGREE
Legend: 3.51 – 4.0 STRONGLY AGREE; 2.51 – 3.50 AGREE; 1.51- 2.50 DISAGREE; 1.0 – 1.51 STRONGLY DISAGREE
Table 1.1 shows 1 the level of awareness in Personality Expression in terms
of Steadiness. The I have specific goals or targets for my reading habits having the
highest mean score of 3.26 and SD of 0.50 interpreted as AGREE and the I often find
myself modifying my opinions of beliefs to fit in with those around me having the lowest
mean score of 2.86 and SD of 0.65 interpreted as AGREE. It has an overall mean score
of 3.17 interpreted as AGREE.
The data indicates a high level of awareness in Personality Expression in terms of
Steadiness, with participants generally agreeing with the statements provided. The
highest mean score of 3.26 for having specific goals or targets for reading habits suggests
that individuals with steady personalities are goal-oriented and structured in their
approach to reading. Conversely, the lowest mean score of 2.86 for modifying opinions
to fit in with others, though still indicating agreement, reflects a tendency to conform
socially, albeit less strongly. This aligns with literature suggesting that individuals with
high steadiness are reliable, dependable, and seek harmony, but may also prioritize
social acceptance to maintain stable relationships (Marston, 2021). Overall, the mean
score of 3.17 underscores a consistent agreement with traits associated with steadiness,
supporting the notion that such individual’s value stability and consistency in their
behaviors and interactions (Goleman, 2020).
1.2 Conscientiousness
Table 1.2 the level of awareness in Personality Expression in terms of
Conscientiousness
Conscientiousness
1. I'm aware of my own personality traits
and characteristics.
2. To express my personality authentically
is important.
3. I'm able to accurately gauge to how
other perceive my personality..
4. I believe that my personality expression
aligns with my true self.
5. I open to exploring differently aspects of
my personality and expressing them.
OVER-ALL MEAN
Mean
SD
Verbal
Interpretation
3.21
0.52
AGREE
3.33
0.48
AGREE
3.14
0.52
AGREE
3.05
0.58
AGREE
3.88
0.71
AGREE
3.12
AGREE
Legend: 3.51 – 4.0 STRONGLY AGREE; 2.51 – 3.50 AGREE; 1.51- 2.50 DISAGREE; 1.0 – 1.51 STRONGLY DISAGREE
Table 1.2 presents the level of awareness in Personality Expression in terms of
Conscientiousness. The. I open to exploring differently aspects of my personality and
expressing them having the highest mean score of 3.88 and SD of 0.71 interpreted as
AGREE and I believe that my personality expression aligns with my true self having the
lowest mean score of 3.05 and SD of 0.58 interpreted as AGREE. It has an overall mean
score of 3.12 interpreted as AGREE.
The findings from Table 1.2 suggest that the respondents generally agree with the
statements regarding their personality expression and its alignment with their true self, as
indicated by the mean scores ranging from 3.05 to 3.88. The highest agreement is
observed in the openness to exploring and expressing different aspects of personality (M
= 3.88, SD = 0.71), while the lowest is in the alignment of personality expression with their
true self (M = 3.05, SD = 0.58). This indicates a positive, albeit varying, level of selfawareness and authenticity among respondents. According to Rogers (2021),
congruence between self-concept and experiences is crucial for psychological well-being.
The overall mean score of 3.12 suggests a general agreement on the efficacy of NLC
(Narrative Learning Circles) in fostering these aspects of personality expression, aligning
with research by McAdams and Pals (2021), who emphasize the importance of narrative
identity in personal development. These results highlight the potential of NLC in
enhancing self-expression and authenticity in educational contexts.
1.3 Influence
Table 2.3 the level of awareness in Personality Expression in terms of Influence
Influence
1. I believe my personality affects is the
way of other perceive..
2. I often to have consciously modify my
personality to influence others perceptions
or behavior's.
3. I think my personality expression affects
my overall well-being and happiness.
4. I have ever received feedback from
others about my personality expression
impacted their interactions with me.
5. I believe my personality expression
influence my relationship with others.
OVER-ALL MEAN
Mean
SD
Verbal
Interpretation
3.24
0.58
AGREE
3.43
0.50
DISAGREE
3.21
0.65
AGREE
3.31
0.62
AGREE
3.24
0.53
AGREE
3.17
AGREE
Legend: 3.51 – 4.0 STRONGLY AGREE; 2.51 – 3.50 AGREE; 1.51- 2.50 DISAGREE; 1.0 – 1.51 STRONGLY DISAGREE
Table 1.3 reveals the level of awareness in Personality Expression in terms of Influence.
The I often to have consciously modify my personality to influence others perceptions or
behavior's having the highest mean score of 3.43 and SD of 0.50 interpreted as AGREE
and the I think my personality expression affects my overall well-being and happiness
having the lowest mean score of 3.21 and SD of 0.65 interpreted as DISAGREE. It has
an overall mean score of 3.17 interpreted as AGREE.
This study finds that individuals are moderately aware of how they consciously
modify their personality to influence others' perceptions or behaviors, with a mean score
of 3.43 (SD = 0.50), indicating general agreement. This aligns with research by Swann
and Bosson (2021), which highlights that individuals often engage in self-presentation
strategies to shape social interactions positively. However, the lower mean score of 3.21
(SD = 0.65) for the impact of personality expression on well-being and happiness,
interpreted as disagreement, suggests that people might not fully recognize the potential
benefits of authentic self-expression on their mental health. This is supported by Wood et
al. (2021), who found that authenticity is positively correlated with psychological wellbeing. Overall, the mean score of 3.17 indicates a tendency towards agreement, implying
a general awareness of personality modification's influence, though the connection to
well-being might be undervalued.
2. What is the Academic Performance of students in terms of:
2.1 Written task
Table 2.1 the Academic Performance of students in terms of written task
Written task
Mean
1. I can write a good academic paragraph.
2. I can write a clear topic sentence that
identifies the topic and controlling idea of a
paragraph.
3. I can write using an academic style and
tone.
4. I can use appropriate spelling,
capitalization ,and punctuation.
5. I can use my own independent thinking
in my writing.
OVER-ALL MEAN
3.14
Verbal
Interpretation
0.35
AGREE
3.24
0.62
AGREE
3.24
0.48
AGREE
3.23
0.53
AGREE
3.12
0.61
SD
3.21
STRONGLY
AGREE
AGREE
Legend: 3.51 – 4.0 STRONGLY AGREE; 2.51 – 3.50 AGREE; 1.51- 2.50 DISAGREE; 1.0 – 1.51 STRONGLY DISAGREE
Table 2.1 shows the Academic Performance of students in terms of written task.
The I can write a clear topic sentence that identifies the topic and controlling idea of a
paragraph having the highest mean score of 3.24 and SD of 0.62 interpreted as AGREE
and the 5. I can use my own independent thinking in my writing having the lowest mean
score of 3.12 and SD of 0.61 interpreted as AGREE. It has an overall mean score of 3.21
interpreted as AGREE.
The results indicate that the students exhibit strong academic performance in written
tasks, particularly in crafting clear topic sentences, which had the highest mean score
(M=3.24, SD=0.62). This suggests students are proficient in identifying the main idea and
controlling idea of paragraphs, a critical skill in academic writing. Conversely, the lowest
score was observed in students’ ability to use independent thinking in their writing
(M=3.12, SD=0.61), indicating a potential area for improvement. Both skills were rated as
AGREE, showing overall competence but also highlighting the need for enhanced critical
thinking and originality in writing. According to Flower and Hayes’ (2021) cognitive
process theory of writing, effective writing requires the integration of various cognitive
processes, including idea generation and organization. Hence, the lower score in
independent thinking may suggest a gap in higher-order thinking skills, necessitating
targeted instructional strategies to foster creativity and originality in student writing.
2.2 Performance task
Table 2.2 the Academic Performance of students in terms of Performance task
Performance task
Mean
SD
Verbal
Interpretation
1. I do all tasks below deadline.
3.31
0.56
AGREE
3.14
0.68
AGREE
3.14
0.52
AGREE
3.29
0.60
AGREE
3.21 0.52
3.22
AGREE
AGREE
2. I spend my vacant time in doing the task
given by the teacher.
3. I try to complete one task before doing s
next tasks.
4. I exert more efforts when I have difficulty
in doing the task.
5. I have enough skills in doing the tasks.
OVER-ALL MEAN
Legend: 3.51 – 4.0 STRONGLY AGREE; 2.51 – 3.50 AGREE; 1.51- 2.50 DISAGREE; 1.0 – 1.51 STRONGLY DISAGREE
Table 2.2 presents the Academic Performance of students in terms of Performance
task. The I do all tasks below deadline having the highest mean score of 3.31 and SD of
0.56 interpreted as STRONGLY AGREE and the I try to complete one task before doing
s next tasks having the lowest mean score of 3.14 and SD of 0.52 interpreted as AGREE.
It has an overall mean score of 3.22 interpreted as AGREE.
The results highlight the students demonstrate a high level of commitment to
completing tasks promptly, with the highest mean score (3.31) reflecting strong
agreement with the statement "I do all tasks below deadline." This suggests that timely
task completion is a significant aspect of their academic performance. However, the
slightly lower mean score (3.14) for "I try to complete one task before doing the next"
indicates a lesser, but still positive, tendency towards task-by-task completion. The overall
mean score of 3.22, interpreted as "Agree," implies a generally positive attitude towards
performance tasks. This aligns with existing literature, which highlights that time
management and task prioritization are critical factors in academic success (Zimmerman
& Schunk, 2021). Effective time management skills, such as completing tasks before
deadlines, are linked to better academic outcomes and reduced stress (Britton & Tesser,
2021). Therefore, the students' performance in managing tasks supports the notion that
these skills are integral to achieving academic goals.
2.3 Quarterly examination
Table 3.3 the Academic Performance of students in terms of Quarterly examination
Quarterly examination
1. Do I use a study schedule or plan to
prepare for the exam.
2. I have sought clarification when I did not
understand a topic during the quarter.
3. I am satisfied with my overall
performance and progress in the course
during this quarter.
4. Do I feel the exam content reflects what
was taught during the quarter.
5. How do I feel anxious during the
quarterly exam.
OVER-ALL MEAN
Mean
SD
Verbal
Interpretation
3.36
0.53
AGREE
3.33
0.48
AGREE
3.45
0.50
AGREE
3.21
0.60
AGREE
3.48
0.55
AGREE
3.37
AGREE
Legend: 3.51 – 4.0 STRONGLY AGREE; 2.51 – 3.50 AGREE; 1.51- 2.50 DISAGREE; 1.0 – 1.51 STRONGLY DISAGREE
Table 2.3 reveals the Academic Performance of students in terms of Quarterly
examination. The How do I feel anxious during the quarterly exam having the highest
mean score of 3.48 and SD of 0.55 interpreted as AGREE and the Do I feel the exam
content reflects what was taught during the quarter having the lowest mean score of 3.21
and SD of 0.60 interpreted as AGREE. It has an overall mean score of 3.37 interpreted
as AGREE.
The results highlight that the students tend to feel anxious during quarterly exams,
as indicated by the highest mean score of 3.48 and a standard deviation of 0.55,
interpreted as 'Agree'. This aligns with existing literature highlighting the prevalence of
exam-related stress among students (Sarafino & Smith, 2020). However, it is notable that
students generally perceive the exam content to reflect what was taught during the
quarter, as indicated by the lowest mean score of 3.21 and a standard deviation of 0.60,
also interpreted as 'Agree'. This implies that while students may experience anxiety, they
perceive the exams to be fair reflections of the course material. Overall, the mean score
of 3.37, interpreted as 'Agree', indicates a consistent trend towards agreement regarding
the factors affecting learning behavior, emphasizing the importance of managing examrelated stress while maintaining alignment between teaching and assessment methods
(Birenbaum & Tatsiopoulos, 2021)
3) Is there a significance relationship on the level of awareness in personality expressions
and the academic performance in selected Senior High School students?
Variable
Relationship
Steadiness Written Task
Steadiness Performance Task
Correlation
Lower
Bound
0.57
Upper
Bound
0.72
Decision
Interpretation
0.65
pvalue
<0.01
Significant
0.58
<0.05
0.48
0.68
Significant
0.42
<0.05
0.32
0.52
Significant
Conscientiousness 0.60
- Written Task
<0.01
0.50
0.69
Significant
Conscientiousness 0.54
- Performance
Task
Conscientiousness 0.38
- Quarterly Exam
Influence 0.47
Written Task
<0.05
0.42
0.65
Significant
<0.05
0.26
0.49
Significant
<0.05
0.36
0.58
Significant
Influence Performance Task
0.52
<0.05
0.41
0.63
Significant
Influence Quarterly Exam
0.29
>0.05
-0.04
0.61
Not
Significant
Strong positive
correlation
Moderate
positive
correlation
Moderate
positive
correlation
Moderate
positive
correlation
Moderate
positive
correlation
Weak positive
correlation
Moderate
positive
correlation
Moderate
positive
correlation
Weak positive
correlation,
inconclusive
Steadiness Quarterly Exam
The table illustrates the significant correlations between personality traits and
academic performance indicators. Steadiness shows strong positive correlations with
both written and performance tasks, as well as with performance in quarterly exams,
suggesting that individuals with higher steadiness levels tend to excel academically and
experience less anxiety during exams. Similarly, conscientiousness demonstrates
moderate positive correlations with written and performance tasks, indicating that
individuals with greater conscientiousness perform well in assignments and exams.
Influence, though displaying weaker correlations, still shows positive associations with
academic performance indicators, implying that individuals who consciously modify their
personalities for social influence may also perform slightly better academically. Overall,
these findings highlight the interplay between personality traits and academic success,
suggesting potential avenues for supporting students' academic development based on
their personality profiles.
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Findings
1. The findings from Tables 1.1, 1.2, and 1.3 shed light on different aspects of personality
expression and awareness. In terms of Steadiness, individuals exhibit a strong inclination
towards setting specific goals for their reading habits, indicating a proactive approach
towards personal development. However, they tend to avoid modifying their opinions or
beliefs to conform to societal norms, suggesting a steadfast adherence to their principles.
Meanwhile, when considering Conscientiousness, individuals express a high willingness
to explore different facets of their personality, highlighting an openness to self-discovery
and growth. However, they express doubts about whether their personality expression
truly aligns with their authentic selves, hinting at introspective challenges. Finally,
regarding Influence, individuals acknowledge a tendency to consciously modify their
personality to influence others, showcasing a nuanced understanding of social dynamics.
Yet, they seem skeptical about the extent to which their personality expression affects
their overall well-being and happiness, indicating a complex relationship between social
influence and personal fulfillment. These findings underscore the multifaceted nature of
personality expression and its intersection with self-awareness and social dynamics.
2. The findings from Tables 2.1, 2.2, and 2.3 provide valuable insights into various aspects
of students' academic performance. In terms of written tasks, students demonstrate
confidence in their ability to craft clear topic sentences that effectively convey the main
idea of a paragraph. However, there's a slightly lower level of agreement regarding their
capacity to incorporate independent thinking into their writing. When it comes to
performance tasks, students exhibit strong adherence to deadlines, with a majority
strongly agreeing that they complete all tasks on time. Nevertheless, there's a lesser
inclination to prioritize tasks sequentially, as indicated by the lower agreement regarding
completing one task before moving onto the next. Regarding quarterly examinations,
students express significant levels of anxiety during these assessments, indicating
potential stressors impacting their academic experience. Additionally, there's a lower level
of agreement regarding whether exam content accurately reflects what was taught during
the quarter, suggesting potential misalignments between teaching and assessment
methods. These findings underscore the multifaceted nature of academic performance,
highlighting areas of strength and potential areas for improvement in students' learning
experiences.
3. The table reveals compelling correlations between personality traits and academic
performance. Steadiness emerges as a key factor, showing strong positive correlations
with written and performance tasks, as well as quarterly exams. This suggests that
individuals with higher steadiness levels excel academically and experience less examrelated stress. Conscientiousness also plays a significant role, displaying moderate
positive correlations with academic tasks, indicating that individuals with greater
conscientiousness perform well in assignments and exams. Even Influence, with weaker
correlations, still shows positive associations with academic performance, implying that
individuals who adapt their personalities for social influence may perform slightly better
academically. Overall, these findings underscore the importance of understanding
students' personality traits in tailoring academic support strategies.
Conclusion
1. In conclusion, the insights gleaned from Tables 1.1, 1.2, and 1.3 paint a rich picture of
how different personality traits manifest in terms of expression and awareness.
Steadiness reflects a proactive approach towards personal development through goalsetting, coupled with a steadfast adherence to personal beliefs. Conscientiousness, on
the other hand, highlights a willingness to explore one's identity but raises questions about
authenticity. Influence reveals a nuanced understanding of social dynamics, yet casts
doubt on its impact on personal well-being. Overall, these findings underscore the
complexity of personality expression and its interplay with self-awareness and social
influences. They provide valuable insights for understanding individuals' behaviors and
preferences, offering potential pathways for personal and social growth.
2. The findings from Tables 2.1, 2.2, and 2.3 offer a nuanced understanding of students'
academic performance and experiences. While students demonstrate proficiency in
crafting clear topic sentences and adhering to deadlines, there are areas that warrant
attention. Specifically, the lower agreement on incorporating independent thinking into
writing and the tendency to prioritize tasks sequentially suggest opportunities for fostering
critical thinking and time management skills. Moreover, the significant levels of anxiety
during quarterly examinations point to the importance of implementing effective stress
management strategies to support students. Additionally, addressing potential
misalignments between taught content and exam assessments is crucial for ensuring fair
evaluation and promoting meaningful learning outcomes. Overall, these insights
underscore the need for holistic approaches to education that prioritize not only academic
proficiency but also the development of essential skills and well-being among students.
3. In conclusion, the correlations between personality traits and academic performance
highlighted in the table emphasize the critical role of understanding students' individual
characteristics in enhancing their educational journey. Steadiness emerges as a
significant predictor of success, with strong positive correlations indicating its influence
on academic performance and stress management during exams. Conscientiousness
also proves to be a vital factor, showing moderate positive associations with academic
tasks, implying its impact on task completion and achievement. Even Influence, despite
weaker correlations, suggests a potential link between social adaptability and academic
success. These insights underscore the importance of tailored academic support
strategies that consider students' unique personality profiles, ultimately fostering a
conducive learning environment for their overall development and success.
Recommendation
1. Based on the rich insights garnered from Tables 1.1, 1.2, and 1.3, it's evident that
tailoring support strategies to individuals' unique personality profiles can foster personal
and social growth. For individuals high in steadiness, interventions focusing on goalsetting and reinforcing personal values could enhance self-development. Those
exhibiting conscientiousness may benefit from interventions aimed at promoting selfreflection to align personality expression with their authentic selves. Additionally,
interventions targeting the nuanced understanding of social dynamics among individuals
influenced by external factors could promote healthy social interactions while maintaining
personal well-being. Overall, personalized interventions grounded in an understanding of
individuals' personality traits can facilitate holistic growth and development.
2. Based on the result from Tables 2.1, 2.2, and 2.3, several recommendations can be
made to enhance students' academic performance and experiences. Firstly, there should
be an emphasis on promoting critical thinking skills and fostering independent thought in
writing assignments to encourage deeper engagement with course material. Additionally,
providing resources and support for improving time management skills can help students
better prioritize tasks and manage deadlines more effectively. Implementing
comprehensive stress management programs, such as mindfulness exercises or
counseling services, can also assist students in coping with exam-related anxiety.
Moreover, ensuring alignment between taught content and exam assessments through
regular curriculum reviews and feedback mechanisms can enhance the fairness and
validity of evaluations. Overall, adopting a holistic approach to education that integrates
academic support with skill development and well-being initiatives is essential for
nurturing well-rounded and successful students.
3. Based on the findings, it's recommended to implement personalized academic support
strategies that take into account students' individual personality traits. This could involve
offering targeted interventions aimed at enhancing stress management skills for students
with lower levels of steadiness, providing structured task management techniques for
those with lower conscientiousness, and fostering a supportive environment that
encourages both academic and social adaptability. Additionally, incorporating
mindfulness practices and stress-relief techniques into the curriculum could benefit all
students, regardless of their personality profiles, by promoting overall well-being and
resilience in the face of academic challenges. Ultimately, by recognizing and
accommodating students' diverse characteristics, educational institutions can create a
more inclusive and supportive learning environment conducive to maximizing each
student's potential for success.
4. Based on the result, the researchers proposed program
Project:” Integrated Support Program for Personalized Growth and Academic
Success” (ISPPGAS)
Program
Name
Personalized
Growth
Workshops
Description
Tailored workshops designed to
cater to individuals' unique
personality traits. For individuals
high in steadiness, sessions focus
on goal-setting and values
reinforcement to promote selfdevelopment. For those exhibiting
conscientiousness, workshops
emphasize self-reflection
techniques to align personality
expression with authenticity.
Additionally, workshops targeting
social dynamics offer strategies for
maintaining personal well-being
while navigating external influences.
Academic
A comprehensive program aimed at
Skills
improving students' academic
Enhancement performance and experiences. It
Program
includes workshops on critical
thinking and independent thought
development for writing
Implementation
Workshops can be conducted
periodically throughout the
academic year, with participants
selected based on personality
assessments or self-identification.
Facilitators should be trained in
understanding personality traits and
delivering tailored content.
Assessment tools can measure
participants' progress and
satisfaction.
The program can be integrated into
the existing curriculum, with
workshops scheduled regularly and
resources accessible to all students.
Faculty members and counselors
collaborate to deliver workshops
Holistic
Student
Support
System
assignments, resources for time
management skill enhancement to
prioritize tasks effectively and meet
deadlines, and stress management
initiatives such as mindfulness
exercises and counseling services to
cope with exam-related anxiety.
Curriculum alignment reviews and
feedback mechanisms ensure
fairness and validity in assessments.
An integrated support system
designed to address students'
diverse needs and characteristics. It
includes personalized interventions
tailored to individual personality
traits, such as stress management
skills enhancement for students
with lower steadiness levels and
task management techniques for
those with lower conscientiousness.
Additionally, mindfulness practices
and stress-relief techniques are
incorporated into the curriculum to
promote overall well-being and
resilience.
and support services. Regular
feedback sessions and evaluations
assess program effectiveness and
identify areas for improvement.
The support system is implemented
institution-wide, with designated
staff members overseeing its
execution. Student advisors or
counselors conduct initial
assessments to identify students'
needs and recommend appropriate
interventions. Integration into
existing programs and services
ensures accessibility and
sustainability. Regular monitoring
and evaluation assess the system's
impact and effectiveness.
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