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ASSESSING PERSONALITY TYPES AS PREDICTORS OF SECONDARY SCHOOL STUDENTS’ SOCIAL ADJUSTMENT IN ONITSHA SOUTH LOCAL GOVERNMENT, ANAMBRA STATE
Abstract:
This study aims to investigate the relationship between personality types and social adjustment among secondary school students in Onitsha South Local Government, Anambra State. The social adjustment of students during their formative years is crucial for their overall well-being and academic success. Understanding the role of personality types in predicting social adjustment can provide valuable insights into designing effective intervention programs to enhance students’ social skills and psychological development.
The study will employ a quantitative research design, utilizing a survey questionnaire to collect data from a sample of secondary school students within the Onitsha South Local Government area. The questionnaire will consist of two main sections: the first section will capture demographic information, while the second section will include established scales to assess personality types and social adjustment.
Personality types will be assessed using a well-established personality inventory, such as the Big Five Personality Traits (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience). Social adjustment will be measured using a standardized scale that captures various dimensions of social functioning, such as peer relationships, self-confidence, and adaptability.
Data analysis will involve descriptive statistics, correlation analysis, and multiple regression analysis to examine the relationships between personality types and social adjustment. The study hypothesizes that certain personality types will be associated with higher or lower levels of social adjustment among secondary school students.
The findings of this study will contribute to the existing literature on the role of personality in social adjustment among adolescents. The results may inform educators, school administrators, and policymakers about the importance of considering individual differences in personality when designing interventions aimed at improving students’ social adjustment.
The implications of this study may extend beyond the local context of Onitsha South Local Government, Anambra State, providing insights that can be generalized to other educational settings and communities. The research findings will potentially contribute to the development of evidence-based strategies to support students’ social and emotional well-being, thereby enhancing their overall educational experience.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 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
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