The study examined the relationship between introverts, extroverts and academic achievement among College Teacher-trainees. The sample was made up of 117 males and 83 females. The extroverts and introverts were purposively and randomly sampled from first year Education college trainees of Offinso College of Education. The data collected was analyzed using the Cross tabulation, Chi-Square test and Pearson correlation. Per the Chi-Square test established a weak positive relationship between gender and personality which was not statistically significant ((1) =0.185, P=.667). A Pearson correlation revealed a weak negative correlation between introverts and their academic performance in the Child and Adolescent Development and Learning(CADL) course and a weak negative correlation between introverts and their academic achievement in Principles and Practice of Education and Curriculum (PPEC) course hence, rejecting the hypothesis of no significant relationship. A descriptive statistics of academic performance of introvert and extrovert Teacher-trainees revealed average scores for introvert and extrovert in CADL as 71.5% and 72.5% respectively and in PPEC were 64.5% and 67% for introvert and extrovert. This shows that there was no significant difference in the marks obtained by both personalities. The implication is that one’s personality type does not so much affect one’s academic performance.
Introverts, Extroverts, Academic performance, Extroversion, Introversion, Ambiversion
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