Undergraduate Thesis Bachelor of Elementary Education Content Course University of Rizal System, Rodriguez, Rizal 2013

This study was conducted to determine the correlation between the personality dimensions of the second year School of Education students and their correlation to their academic performance during their freshınan year S.Y 2010-2011.

There were 68 out of 102 second year School of Education students considered as respondents. The questionnaire-checklist was employed to gather the needed data. The questionnaire was adopted from Rhona Ochse and Cornelis Plug's self-report questionnaire that could assess the personality dimensions with association to Erikson's 8 stages of psychosocial development. Specifically, the said questionnaire evaluated the personality dimension of college students based on the following criteria: Trust vs. Mistrust, Autonomy vs. Shame and Doubt, Initiative vs. Guilt, Industry and Inferiority, Identity vs Identity diffusion and Intimacy vs Tulation. The academic performance of the respondents was obtained through their GPA furing their freshman year SY 2010-2011

The descriptive method of research was utilized in the study applying the following statistical treatment, Porcemage and Frequency distribution were used to present the academic performance and personality dimension of the respondents Chi-square was used to get the relationship between the personality dimension and academic performance of the respondents

The findings of the study revealed that. On the academic performance, most of the respondents were fair learners, thus, 25 or 36.76 percent were verbially interpreted fair who obtained GPA ranging from 2.4 to 26. There were 21 er 30.88 percent verbally interpreted fair whose GPA bracket was 21-23. There were also 15 or 22.06 percent verbally interpreted passing whose GPA bracket ranging from 27-3.0.Only 7 or 10.29 percent were good whose GPA bracket ranging from 18-20

On the personality dimensious, it becarae noticeable that positive traits among the respondents dominated over the negative ones. Hence, trust had a frequency 59 or 86.76 perceat, autonomy hari 46 or 67.65 percent, initiative had 49 or 72.06 percent, industry had 45 or 66.18 percent, identity had 46 or 67.65 percent and intimacy had 48 or 70.59 percent

Since the p-value 007 was less than .05 level of significance, therefore there was a significant relationship between the personality dimensions and academic performance of the respondents.

From the findings of the study, the following conclusions were drawn Personality affects academic performance. If a student has a positive outlook in life, he/she performs well in school. Therefore, personality trait atTocts academic performance

In view of the findings and conclusions, the following recominendations were hereby offered by the researchers

The school administration is encouraged to craft programs relevant to the needs of students in enhancing further not only their academic performance but also their personality traits. The guidance counselor of the school is also encouraged to conduct seminars or workshops concerning the student's personality knowing that the guidance counselor is the one whom students can turn to whenever they need advises. The Office of Student Development and Services (OSDS) can conduct annual personality tests to the freshnan students to determine if positive personality traits are already established on them. Parents should continue exuding values to their children so these values inculcated in their children will grow more positively. Hence, in this study, the students found to have a high degree of trust which is a reflection that these students were loved so much by their parents. Students should continue nurturing the good values found in them by practicing these values everyday of their living. They should always strive hard to achieve excellence.