You have no items in your shopping cart.
ABSTRACT
The study investigated the influence of personality traits on the academic performance of students with special needs in selected facilities in the University of Benin, Benin City, Edo state. To achieve the purpose of the study, four research questions were raised and answered.
The descriptive survey research method was adopted for the study. The population of the study was made up of 30 students with special needs from 3 faculties in the University of Benin. Data collected from the respondents was analysed using descriptive statistics, precisely mean and standard deviation.
The findings revealed that students with special needs exhibit a balanced blend of personality traits, with strengths in openness, conscientiousness and extraversion, but with challenges in agreeableness. It also revealed that students with lower levels of openness might struggle to engage with new ideas, while those demonstrating moderate conscientiousness tend to display good organisation and self discipline, which aids their academic focus. The study recommends amongst others that the provision of professional development opportunities for educators and special education professionals to enhance their understanding of the relationship between personality traits and academic performance in students with special needs. Equip them with knowledge and strategies to effectively address the diverse needs of these students and create inclusive learning environments.
