II.

Review of Related Literature

A. Foreign and Local Studies

Introversion has been understood as the less-socially active of the two personality types that pertains to
sociability. It is deemed as finding solitude in being alone, or in isolation, making them seem perfectly fine in
theory in a situation such as quarantine or lockdown. It may however, be misunderstood in this time of
pandemic as the personality type that thrives the most in terms of mental health. The results of the study ( Wei
M,2020) said that higher levels of Introversion are associated with higher loneliness, depression and anxiety
experienced as a function of COVID19-related circumstantial changes. This means that it is not necessarily a
good thing that isolation is enforced through the pandemic for introverts, as their thinking patterns or coping
mechanisms towards negative feelings are amplified possibly due to the stress from the situation.

Across the world, introverts and extraverts have reacted differently towards the regulations afflicted
upon them due to the Covid-19 pandemic. Social skills make us able to know what to say, how to make
good choices and how to behave in different situations (Rani, R. (2019).In a study by Gubler, D. A.,
Makowski, L. M., Troche, S. J., & Schlegel, K. (2020) based in Switzerland, it discusses how extraversion is the
least known when it comes to relation to psychological well-being and how introverts are found to be more
affected by such events mentality-wise. Introverts are said to be more likely to experience more fear and
distress when it comes to challenging situations such as the pandemic. The quarantine during the pandemic
may have hindered the ability of extroverts to fulfill this social stimulation and may have led to higher levels of
perceived stress than individuals with lower extroversion (Sam L., Alexander L., Chun-Qing Z., Mauricio
A.G.B., Ryan E.R.,2021).

Students’ mental health has been an increased concern since the outbreak of the COVID-19 pandemic
(Pfefferbaum, B.), however, academic outcomes have received very little attention. Students seemed to have
limited interactions with their peers and teachers since the pandemic outbreak, and there are, consequently,
reasons to believe that their motivation declined (Accordino, D.B.; Accordino, M.P.; Slaney, R.B.). These
findings (Smith, J., Guimond, F.-A., Bergeron, J., St-Amand, J., Fitzpatrick, C., & Gagnon, M.,2021) assessed
changes in motivational perceptions over time and as a function of extraversion and introversion in the context
of the pandemic. The results of the study showed that extraverted students reported an increase in learning
interest when they reintegrated school, while this interest remained stable for introverted students. This
increase of interest from extraverts may stem from their need of interaction with others (Geukes, K.; Van Zalk
MH, W.; Back, M.D.), making their reintegration to school a possible means of achieving this interaction, and
likewise, introverts remaining the same may stem from their inclination to accept situations of solitude or
isolation as normal.
 During COVID 19 pandemic period, Mareta, P. R., M, A. ASusanto, S. (2021)used questionnaires for
her qualitative descriptive study. The pandemic results in a decrease in the effective skills of students, besides
that teachers also experience limitations in monitoring student’s’ affective behavior. Hence, the study's goal
was to determine the extent to which a student's social skills during the pandemic period. And even though
there's a pandemic the formation of social skills can still run because social interactions can still be established
through social media applications.This unplanned and rapid shift at the time of pandemic did not result in a
poor learning experience as was expected (Smith, J., Guimond, F.-A., Bergeron, J., St-Amand, J., Fitzpatrick,
C., & Gagnon, M.,2021).

Meanwhile, findings revealed the effect of educational levels, gender, and personality traits on online
learning outcomes, especially during the COVID-19 pandemic Yu,. (2021). The majority of females ( 80%)
reported that they preferred a consistent learning method although they did not like the online learning
approach, while most males ( 85%) preferred the online learning method to the traditional face-to-face method
since the former was much more convenient than the latter. Identification of personalities could allow teachers
to better perceive students and to design more reasonable teaching strategies (Lai et al., 2020).The extraverts
prefer the physical classrooms to the online learning contexts because the former may foster the interactions
with peers and teachers, while the latter can inhibit their social interactions (Fuster, 2017). Though, significant
relationship between sex and academic performance and social skills were not correlated with academic
performance (Echavez, L. E., Dusal-Alpuerto, M., Paroginog, F., 2018).

A research in The University of Northern Colorado (White, A., 2021), had a study where the chameleon
effect and the personality traits of introversion and extroversion are combined. The chameleon effect is a
phenomenon in which people unconsciously copy other people’s behaviors so they match the people around
them in interactive settings. The study hypothesized that in social settings, extroverts would be more impacted
by the chameleon effect than introverts, and in academic settings, introverts would be more impacted by the
chameleon effect than extroverts. Overall the results of this study showed that extroverts are more impacted by
the chameleon effect, demonstrating the behavior that falls in line with the phenomenon,in social settings with
those they do not know,and introverts are more impacted by the chameleon effect in academic settings.
However, the differences in the study was statistically significant as said by the researcher, by the reason for
having limited sampling size.

Research has also been done about the effect of being Introvert and Extrovert on their oral proficiency.
Marashi et al. (2013) studied the comparative effect of their sociability to their oral proficiency . The data were
collected via 2 TSEs and a questionnaire was administered. Test of Spoken English (TSE)- one of the most
widely used batteries of assessment of speaking. English worldwide measures the ability of non-native
speakers of English to communicate effectively. Eysenck Personality Inventory (EPI)- is a questionnaire to
assess the personality traits of a person. Marashi et al. (2013) found that the mean score of the introverts on
the TSE was 42.92 while that of the extroverts was 42.83. The settings of classes in many cultures (Iran
included) do not still support the full cooperative type. Students are perhaps not ready enough to fully embrace
the culture of cooperativeness without competitiveness. Hence, for cooperative learning to demonstrate its
potential, ongoing cultural capacity building is required.

There are many factors that can affect an individual's education, introversion considers one of these
factors. In this study, Al Harbi, F. R. (2017) aimed to find if there is any relation between introversion and
educational attainment. They used a cross-sectional survey carried up among students of health related
colleges in Qassim University to conduct the study. According to the questionnaire that was self-administered
by the participant, Extraversion represented 28.4% of the participant,61.5% were ambiversion while
introversion represents 10.1%. The obtained result from the study showed there is no significant relationship
between personality type (extroversion and introversion) with the educational attainment (GPA) for the
students.

Learning achievement is one indicator in determining the success of an educational institution, student
learning achievement consists of three aspects, namely cognitive, affective and psychomotor aspects. Many
factors that affect learning achievement one of them is the student's personality. The research made by Amelia,
R., Sari, S., & Ariga, R. A. (2015) used descriptive correlation research design that aimed to find out the
relationship of extrovert and introvert personality types to the level of student achievement in the Faculty of
Nursing University of North Sumatra. The results of this study have the same perception with the theory
that personality is one of the factors that affect student academic achievement. The other result (Duraku, Z. H.,
Hoxha, L. ,2020), found that most students reported moderate levels of perceived stress and mild
psychological and somatic anxiety. Also perceived stress has been proven to have a moderately positive
interaction with learning skills, particularly with time management and procrastination, as well as student life.

Previous findings on a study by Tus, J. (2021) have found that students are inactive in learning in home
isolation relative to their success in their educational institutions. They are expected to have more time to
assume themselves, establish irregular sleeping habits, and have an unhealthy diet. These impacts on
students are expected to manifest over prolonged quarantine times which would undoubtedly impact their
academic success. Students also think that parental involvement has a huge determinant of their academic
performance. But parents were still in progress of developing their involvement in school, especially in this
challenging time, although the students academic performance was very satisfactory, it is suggested that even
though there is no significance between the variable, the parents must be responsible for providing guidance
and supervising their children, especially during the online learning modalities.

Gustavsen, A. M., & Ozosy, G. (2017) examined through descriptive statistics and multilevel
analysis the extent to which teacher-rated social skills predicted teacher-rated academic achievement in
Norwegian, mathematics and English over two years when controlling for age, cultural background and
previous academic achievement and possible gender differences were also investigated. This study also
supports the other conducted study that showed teacher-rated social skills also had a significant influence on
boys’ and girls’ academic achievement two years later, but the fixed effect varied by subject. Social skills
seemed to explain the variance in mathematics and Norwegian but not English, when controlling for previous
academic achievement. There were no gender differences in the influence of social skills on academic
achievement.The main finding of the study was that teacher-rated social skills explained much of the variance
in students’ academic achievement; these findings are in line with previous studies conducted (Durlak et al.,
2011; Wentzel, 1993). It was also found that most variance in grading was due to achievement in different
subject areas, but factors other than achievement also influenced grading (Lekholm & Cliffordson, 2008).

Research has also been done about the relationship of the variables achievement goals, academic
achievement, and sociability by Tahir et al. (2012). The data were collected via Achievement Goal
Questionnaire (AGQ). The main objective of the study of Makhdoom, I. F., Ghayas, S., & Adil, A. (2019)
was to predict academic achievement from achievement goals and sociability. The major hypothesis was that
“performance-approach goals will be a significant predictor of academic achievement”. The study has
expanded the knowledge about the relationship among gender, academic achievement, achievement goals,
and sociability. It has yielded some important insights into the pattern of relationships, which are unique to
Pakistani culture. The study also elucidated that girls are higher on performance achievement goals. The
finding that girls are high achievers in academics is also encouraging for shunning off the old stereotypical
male chauvinistic beliefs and supports the feministic notions that women are not only equivalent to men rather
they are ahead of men in many fields, so equal opportunities in education and careers must be provided to
both genders.

B. Research Gap

Unlike the other studies, this research paper will be focusing on the personality type of sociability and
academic performance of selected Grade 11 SHS students from GFA (SY.2020-2021). In addition, it will only
base their academic performance variable from their final grade of first trimester (SY. 2020-2021). The
experiences of the students were also established during the start of remote studying due to the pandemic.
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