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1.1 Background To The Study

This document discusses personality theory and how it relates to managers' information interactions. It provides background on the five-factor model of personality, which describes five core dimensions (openness to experience, conscientiousness, extraversion, agreeableness, and negative emotionality). Each dimension can influence managers' information interactions differently. Generally, people are drawn to situations that match their personality. Managerial work attracts optimistic and risk-tolerant people. Conscientiousness relates to managerial task performance while extraversion influences relationship building. Personality also depends on situational elements rather than being static across situations. Stress tolerance is key for successful managers.

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Angelo Asio
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73 views5 pages

1.1 Background To The Study

This document discusses personality theory and how it relates to managers' information interactions. It provides background on the five-factor model of personality, which describes five core dimensions (openness to experience, conscientiousness, extraversion, agreeableness, and negative emotionality). Each dimension can influence managers' information interactions differently. Generally, people are drawn to situations that match their personality. Managerial work attracts optimistic and risk-tolerant people. Conscientiousness relates to managerial task performance while extraversion influences relationship building. Personality also depends on situational elements rather than being static across situations. Stress tolerance is key for successful managers.

Uploaded by

Angelo Asio
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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theoretical

Personality Theory (Heinström)

According to personality theory, people’s ways of thinking, feeling and behaving


form patterns that remain fairly stable over time. Despite research evidence that
points to a genetic and biological base for personality traits (Yamagata et al.,
2006), there is nothing deterministic about personality. Behavioral consistency
emerges in comparison to other individuals rather than by observing the behavior
of any one person, which may vary considerably depending on circumstances
(Asendorpf, 2009). Relating behavior to personality differences thus helps us
understand why people react in different ways under the same circumstances.
The most established personality model today is the fivefactor model, which
describes five core dimensions: openness to experience, conscientiousness,
extraversion, agreeableness and negative emotionality (McCrae, Costa & Paul,
2008). Each of these traits may influence managers’ information interactions in
different ways. Generally people tend to be drawn to situations that match their
character (Asendorpf, 2009). This could mean that managers share
characteristics that influence their information interactions. Managerial work has,
for example, been found to particularly attract optimistic and risk-tolerant people
(Graham, Harvey & Puri, forthcoming 2013). Various situations, moreover, afford
people with different opportunities to express themselves (Snyder & Cantor,
1998). Conscientiousness has, for example, been related to task performance of
managers, while extraversion influences relationship building (Oh & Berry, 2009).
Personality related reactions, moreover, depend on situational elements
(“if….then”), rather than statically being carried over from situation to situation
(Mischel & Shoda, 1995). In our example this could mean that it is not the
financial strain per se that causes a reaction but, rather, how threatening the
manager regards the situation. Stress tolerance has been identified as a key trait
for successful managers (Oh & Berry, 2009).

1.1 Background To The Study

During the last two decades education institutions have invested heavily in
information and communication technologies (ICT) particularly computers. The
use of computers has had a major impact in the secondary school and higher
institution context, and in teaching and learning methods (Ema and Ajayi,
2006).

One puzzling question is the effective impact of these computers usage on


student achievement and on the returns of education. Many academic
researchers have tried to answer this question at the theoretical and empirical
levels. According to Anyanwu (2003), they have faced two main difficulties. On
one hand, student performance is hard to observe and there is still confusion
about its definition. On the other hand, computer is evolving technologies and
their effects are difficult to isolate from their environment.

There is no standard definition for student achievement. The standard approach


focuses on achievement and curricula, how students understand the subjects
and obtain their certificate or their marks. However, a more extensive definition
deals with competencies, skills and attitudes learned through the education
experience (Kamba, 2009). The narrow definition allows the observation of the
outcomes of any change in secondary education, while the more extensive
definition needs a more complex strategy of observation and a focus on the
labour market. The outcomes of education are mainly validated in the higher
institutions.

The effect of computer usage on learning is currently in relation to the internet


to facilitate teaching and learning. Computers are the technologies used in
conveying, manipulation and storage of data by electronic means, they provide
an array of powerful tools that may help in transforming the present isolated
teacher-centered and text-bound classrooms into rich, student-focused,
interactive knowledge environments (Ogunsola, 2005).

To meet these challenges, secondary schools must embrace the new


technologies and appropriate computer use for learning. The relationship
between the use of computer and student performance in secondary schools is
not clear, and there are contradictory results in the literature. Earlier economic
research has failed to provide a clear consensus concerning the effect on
students’ achievement (Kamba, 2009).

Since student performance is mainly explained by a student’s characteristics,


educational environment and teachers’ characteristics, the use of computers
may have an impact on these determinants and consequently the outcome of
education. The differences observed in the performances of students are thus
more related to the differentiated impact of computer usage on the standard
determinants.

The direct link between computer use and students’ achievement has been the
focus of extensive literature during the last two decades. Several studies have
tried to explain the role and the added value of the computer technologies in
classrooms and on student’s achievement. The first body of literature explored
the impact of computer uses. Since the Internet revolution, there has been a
shift in the literature that focuses more on the impact of online activities: use of
Internet, use of educative online platforms, digital devices, use of blogs and
wikis, etc.
Looking at the link between computer usage and student achievement seems
nowadays a misunderstanding of the role and nature of these technologies. In
fact, since computer is general purpose technology (GPT), it needs to be
specified in order to meet the needs expressed by students and to be adapted
to the local context and constraints (Antonelli, 2003; Youssef, 2008). A variety
of models of usages can be identified leading to the same outcome. Computer
usage brings widened possibilities for the learning processes that are
independent from place and space. Computer usage also allows more flexible
(asynchronous) and more personalized learning. It offers new methods of
delivering subject at secondary education level. Taking advantage of these
opportunities needs a profound change in the organization of the university
education system.

1.2 Statement Of The Problem

For many years, educational researchers have maintained an interest in the


effective prediction of students’ academic achievement at school. The prediction
and explanation of academic achievement and the examination of the factors
relating to the academic achievement are topics of greatest importance in
different educational levels. Studies have shown that prior academic
achievement is an important predictor of performance at other levels of
education. Similarly, cognitive ability was found as the strongest predictor of
academic achievement. However, some studies confirm that the correlation
between cognitive ability and academic achievement tends to decline as
students progress in the educational system.

The direct link between computer usage and students’ academic achievement
has been the focus of extensive literature during the last two decades. Some of
them help students with their learning by improving the communication
between them and the instructors (Valasidou and Bousiou, 2005). Leuven et al.
(2004) stated that there is no evidence for a relationship between increased
educational use of computer and students’ academic achievement. In fact, they
find a consistently negative and marginally significant relationship between
computer usage and some student achievement measures. In support to these,
some students may use computer usage to increase their leisure time and have
less time to study. Online gaming and increased communication channels do not
necessarily mean increased achievement. Based on all these, the researcher is
examining the effect of computer usage on academic achievement of secondary
school students in Nigeria.
1.3 Objectives Of The Study

The following are the objectives of this study:

To examine the relationship between ICT usage and academic performance of


Grade 11 ICT students in Philippine College Of Technology.
To examine the effectiveness of computer usage in teaching and learning
process in Grade 11 ICT students in Philippine College of Technology.
To identify the disadvantages of computer usage in Philippine College of
Technology.

1.4 RESEARCH QUESTIONS

What is the relationship between computer usage and academic performance of


Grade 11 ICT students Philippine College of Technology student?
What is the effectiveness of computer usage in teaching and learning process in
Grade 11 ICT students in Philippine college of Technology?
What are the demerits of computer usage in PCT?

1.5 Hypothesis

HO: There is no significant relationship between ICT usage and academic


performance of Philippine College of Technology student.

HA: There is significant relationship between ICT usage and academic


performance of Philippine College student.

1.6 Significance Of The Study

The outcome of this study aims at determining whether or not the use of
computers or ICT has any significant influence on the academic performance of
students in Houdegbe North American University, Benin.

More over education is the bedrock of any society. Nigeria and Benin as a
developing nation needs a standard University that has available learning
resources, that teachers can improvise learning resources easily and more often
also where teachers and students utilize learning resources on a regular basis.
It could be a guide line for incoming students and be educative to them when
writing and studying similar problems in school.
This research will be a contribution to the body of literature in the area of the
effect of personality trait on student’s academic performance, thereby
constituting the empirical literature for future research in the subject area.

1.7 Scope Of The Study

This study will cover the level of ICT usage in University in benin, a study of
Houdegbe North American University, Benin with a view of ascertaining its
influence on student’s academic performance.

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