JavaScript is disabled for your browser. Some features of this site may not work without it.
| dc.contributor.author | Negassa, Etana Bekerie | |
| dc.date.accessioned | 2017-08-22T10:49:16Z | |
| dc.date.available | 2017-08-22T10:49:16Z | |
| dc.date.issued | 2017-08-22 | |
| dc.identifier.uri | http://hdl.handle.net/123456789/7783 | |
| dc.description | Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Masters of Education in TEFL | en_US |
| dc.description.abstract | The aim of the study was to investigate students' personality types, their achievement and teachers' approaches in English language classroom at Wombera Preparatory School. Grade 11 students' dominant personality types were identified based on the five factor personality traits: Extraversion, Neuroticism. Conscientiousness, Agreeableness and Openness to experiences. The relationship between the identified variables and achievement in English language learning was estimated. Teachers' effort to accommodate diversity of personalities was observed. The students' personality types mentioned were identified as background data using Amharic version of the five factor personality inventory instrument developed by Buchannan, et al. (2005). The instrument is a 5- point Likert scale self-report questionnaire. It has 50 items distributed equally for the five personality factors. Random sampling technique was employed to take samples from students. Available sampling was used for teachers. Out of 304 total population (159 male and 145 female students), I 2Q (39. 5%) sample was taken by lottery method and three teachers were included. Data were analyzed using SPSS version 16.0. Descriptive statistics such as mean and standard deviation were used to describe the respondents ' dominant personality types. Repeated measure of ANOVA was used to test significant difference among means. Subsequently, (i) Pearson correlation was calculated to measure the strength and direction of relationships between the identified variables and achievement, (ii) multiple regression was applied to check how much each variable affect achievement independently and in combination. Then, teachers' approaches were analyzed qualitatively in paragraphs using data from interview and observation. The results of the study show that Openness to experiences; Agreeableness, Conscientiousness and Extraversion were dominant personality types of students; Openness to experiences was the, only predictor of academic achievement, and there ·were gaps between students' needs and teachers' approaches in language learning. The students posses dispositions that are opportunity for teachers to mediate between tasks and students. Focusing on facets underlying Openness to experiences may be possible approaches to research in the domain of personality types and language learning. Teachers were recommended to find wcrys of balancing students' needs particularly adopting means of implementing cooperative group learning, and providing research based instructions. Finally, future research should combine Openness to experiences and language learning strategies focusing on their matches and their predictability of achievement. | en_US |
| dc.subject | TEFL | en_US |
| dc.title | THE RELATIONSHIP BETWEEN STUDENTS' PERSONALITY TYPES A"ND ACHIEVEMENT, AND INVESTIGATION OF TEACHERS' APPROACHES IN EFL CLASSROOM IN PARTICULAR REFERENCE TO WOMBERA PREPARATORY_.SCHOOL, BENISHANGOL GUMUZ | en_US |
| dc.type | Thesis | en_US |
