TITLE – “Does Personality Assessment Really Help Students Improve Their skills?”
AUTHORS – PRATIKSHA GANDHI
VIDHI SHARMA
HIMANSHI DHAWAN
SANSKRITI MALVIYA
INTRODUCTION: –
This research examines the link between individual personality traits and key skills like time management, teamwork, and presentation abilities. By analyzing questionnaire data, the study aims to understand how personality influences these essential professional competencies.
Top of Form
Bottom of Form
OBJECTIVE: –
“To examine the relationship between individual personality traits (as assessed by the provided questionnaire items) and specifically focusing on time management, teamwork, and presentation skills.”
LITERATURE REVIEW: –
(Adrian, Sarah & Tomas, 2013)
This study examined the relationship between personality traits and academic performance (AP) across different assessment methods (exams and coursework) and faculties. Conscientiousness and Agreeableness were the strongest predictors of AP, while Neuroticism and Extraversion were linked to weaker performance. The findings highlight how personality influences AP consistently across different study areas.
(Jeffrey, Margaret, R. Dennis, Jane, Judy M, 2002)
This study found that career and personality assessment inventories, such as the Myers-Briggs Type Indicator and Strong Interest Inventory, effectively predicted first-year college GPA and persistence. These tools can help identify students at risk for poor performance or dropout, supporting retention efforts.
DATA COLLECTION: –
To understand the underlying issues regarding whether personality assessment really help students improve their skills, 5 questions were framed using a Likert scale. A survey was conducted through Google Forms among 100 students of ITM college. For each question, the mean, standard deviation, standard error and z-score were calculated.
Data Analysis: –
|
|
Q1 |
Q2 |
Q3 |
Q4 |
Q5 |
|
Mean |
3.2 |
3.77
|
2.54
|
3.33
|
2.68
|
|
Standard Deviation |
1.31
|
1.32
|
1.37
|
1.65
|
1.33
|
|
Standard Error |
0.13
|
0.13
|
0.13
|
0.16
|
0.13
|
|
Z value |
1.52
|
5.82
|
-3.34
|
1.99
|
-2.4
|
|
Result |
AGREE
|
AGREE
|
DISAGREE
|
AGREE
|
DISAGREE
|
Conclusion: –
- Students agreed that they usually stay calm under a lot of pressures.
- Students agreed that they enjoy in participating in team based activities.
- Students disagreed that they struggle with deadlines.
- Students agreed that they struggle attending classes after 5 pm.
- Students disagreed that they find difficulty while giving presentations.
References
Furnham, A., Nuygards, S., & Chamorro-Premuzic, T. (2013). Personality, assessment methods and academic performance. Instructional Science, 41.
Source: https://doi.org/10.1007/s11251-012-9259-9
Kahn, J. H., Nauta, M. M., Gailbreath, R. D., Tipps, J., & Chartrand, J. M. (2002). The Utility of Career and Personality Assessment in Predicting Academic Progress. Journal of Career Assessment.
Source: https://doi.org/10.1177/1069072702010001001