Explanation:Abstract: This study investigated the influence of personality traits on academy achievements of secondary
school students in Cross River State. Two research questions and hypotheses were tested at .05 levels of
significance to guide the conduct of the study. The research design used was casual-comparative or ex-post
facto. The population of the study consisted of 13, 838 SSI students in all 239 public secondary schools
throughout Cross Rivers State. A total of 7 LGAs were randomly drawn out of 23. Then 20 schools were
randomly selected, from which a sample of 8530 SSI students was finally drawn. The instrument adapted for the
study was the 44-item standardized questionnaire known as the big five personality model by Robert McCrae
and Paul Costa (1999). This was validated by expert in the field of measurement and evaluation; the reliability
was established using the test re-test method and the reliability coefficient was calculated using Pearson
moment correlation coefficient (r) and the reliability indices obtained were, 0.68, and 0.62 respectively for
conscientiousness and agreeableness. The data collected were analyzed using the mean (x) and standard
deviation (SD) to answer the research question. The independent sample t- test was used to test the hypothesis in
order to determine whether there is a significance difference between the means two independent groups being
compared for each trait. A significant difference was found between the achievements of students with high level
of conscientiousness and agreeableness, and those with low levels of the traits. Based on the findings, the
following recommendations were made. Parents and teacher should encourage their children/ wards or students
to set clear goals, and ensure that they are disciplined and careful to consistently achieve them. Incentives
should be arranged to accompany success to encourage continuous positive performance. This will serve as
positive reinforcement. Teacher should endeavor to be close to their students through interaction outside the
classroom. Government too can encourage more sponsorship programs to encourage the indigent but
conscientious students further their education. Also Neurotic tendencies such as anger, depression, anxiety, and
a low self esteem should be discouraged in students at all levels both at home and in the school. Parent should
inculcate self confidence in their children by affirming them whenever they do the right thing and correct in love
whenever they do wrong. Teachers and counseling psychologists should help them have a positive self esteem
through affirmation. This is why guidance and counseling units must be encouraged in all school where this is
not the case, especially in the rural areas.
Keywords: Personality, Trait, Academic Performance and Students.
