Psychological Factors and College of Education Students’ Learning Outcomes in French, Cross River State, Nigeria (Published)
The study investigated psychological factors and College of Education students’ learning outcomes in French, Cross River State, Nigeria. Two research questions and two hypotheses were formulated to give direction to the study. The study adopted a survey research design and the population comprised 55 second year French Language students, of which the entire population was used for the study. A well validated Psychological Factors and Students’ Learning Outcomes in French (PFSLOF) questionnaire and a French Literacy Test (FLT) were used to collect the required data. The independent t-test was the statistical tools used for analysis of the data collected. Two hypotheses were tested at .05 level of significance. The results of the analysis revealed that students’ attitude and personality have significant influence on their learning outcomes in French Language. Sequel to the findings of this study, recommendations were made.
Poetry and personality of Robert Frost, a highly-acclaimed 20th century American poet, are still favored topics for debate among literary critics even half a century after his death. While a group of critics call him a modernist poet, another group denounce him just as a rural poet of New England, while another group sets him at a crossroad and finds assorted elements in his poetry. Frost’s personality too lobbed biographers and critics at varied directions. While one group of critics termed him as a quiet, loner gentleman, the other one portrayed him as jealous, mean-spirited and misogynist career-builder. The third group of critics certified him as a complex man who juggled uncommon fame with an uncommonly difficult private life. Jay Parini, a Frost biographer, said, “You see there are so many Frosts”. This paper runs a review of criticism on Robert Frost’s poetry and personality for a deeper insight into the tug of war and tries to locate the real Frost among “so many Frosts”.
Effect of Process-Genre Approach on the Indonesian EFL Writing Achievement Across Personality (Published)
The process-genre approach is the synthesis of the concepts of process approach and genre approach. This study aimed to investigate the effect of process-genre approach on the EFL students’ achievement in writing report texts across personality: extrovert and introvert. This study is a quasi-experimental study involving 56 EFL students of Junior High School 3 at Koto, Singkarak, West Sumatra, Indonesia. The data were gained from the results of post-test administered to the experimental and control groups following the completion of the treatment. The students’ writing products were analyzed and compared by using independent t-test at 0.05 level of significance. The result of the study showed that there was a significant effect of process-genre approach on the students’ writing achievement, covering four writing components: organization, vocabulary, grammar, and mechanics. This study also revealed that there was no significant difference in the writing ability of the extrovert and introvert students who were taught by using the process-genre approach
This study investigates the relationship between personality characteristics and organisational Affective Commitment of Bank employees in Nigeria. The sample consisted of two hundred and ten (210) respondents from ten (10) purposively selected area offices of banks in Port Harcourt. The Spearman’s Rank Order Correlation Coefficient Statistical Technique in Statistical Package for Social Sciences (SPSS) was used for the analyses of data. It was revealed that a positive and significance relationship exist between the five facets of personality characteristics and Affective commitment. These outcomes show that managers have the responsibility of devising ways to understand and effectively manage personality traits of their employees as each of these facets have potentials to be low or high that yields different results to the organisation. Banks should adopt personality tests at employment interview points to enable them identify employees whose talents can be optimised at work.
The study investigates the personality of Vladimir Lenin, in the light of Stephen R. Covey’s suggested habits, expounded in his books, “The Seven Habits of Highly Effective People” and “The 8th Habit: From Effectiveness to greatness”, following the most eminent Russian physiologist and psychologist I. P. Pavlov’s theory of classical behaviourism. Stephen R. Covey’s thought provoking and trend breaking book: “The Seven Habits of Highly Effective People” suggests seven habits and paradigms to become highly effective personality. He introduced the eighth habit in his innovative and challenging book “The 8th Habit: From Effectiveness to Greatness.” Therefore, his suggested eight habits, and paradigms, which are based on I. P. Pavlov’s theory of classical behaviourism. This paper would use the popped up chunks of I. P. Pavlov’s behaviourist theory to analyse how the process of habit formation influenced the effective and great personalities of the world. Therefore, the present study will enable the readers to confront Pavlov’s classical behaviourist theory of habit formation through stimuli and responses. The readers are also expected to abandon the bad habits and adopt the good ones. These infrequent but subtle hints serve as a model of effective as well as great personality of the world.
This is an ex-post facto design study used; to determine teachers’ personality on school phobia among primary school pupils in Bayelsa State, Nigeria. . Two research questions and three hypotheses guided this study The population of the study consisted of 2971 primary six school pupils and 537 primary school teachers in Bayelsa State. A sample of 749 pupils and 81 teachers participated in the study. Proportionate sampling, purposive and simple random sampling techniques were used to draw the sample size. Two instruments titled: Teacher Personality Traits Scale (TPTS) and Pupils School Phobia Questionnaire (PSPQ)) were used for data collection. The reliability indices of the instruments were established using Cronbach Alpha with coefficients of 0.83 for TPTS and test retest coefficient of 0.86 for PSPS respectively. Mean (x) and Standard Deviation (SD), while One-Way Analysis of variance (ANOVA) and Two Way Analysis of Variance (ANOVA) were used to test the null hypotheses at 0.05 alpha level. Results got revealed that the highest school phobia was experienced by pupils of teachers with personality traits of extraversion.. Based on the findings, it was recommended among others that employers of teachers should ensure adequacy of this personality characteristics in their would be teachers before they are employed.