The Five Dimensions Of Human Personality

A total of 408 students were involved in this study. The Big Five for late childhood and adolescence was used to measure students’ personality (Barbaranelli, C. et al., 2003). The five dimensions of human personality are Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism. Each personality dimension is classified as low if the score is less than the 44th percentile and it is classified as high if the score is greater than the 59th percentile. Against each of the personality traits the mean and standard deviation values of Teaching Presence, Social Presence and Cognitive Presence are computed after controlling for discipline. The Teaching Presence is measured using a 13-item scale and the score for each subject is a summed

Henceforth, a positive Teaching Presence implies the three components of design, facilitation and direct instruction are independent on student’s personality and

That is, do students of high and low personality traits have the same effect on the presence? Do students from different clusters of discipline have the same effect on the presence? Thereafter, the interaction effect of personality and discipline, does the magnitude of the difference between the high and low personality traits depend on the discipline? Due to different sample sizes and the violation of the Levene’s test for homogeneity of variances, this study uses p < 0.001 as the significant alpha level. The analysis in Table 4 shows that there is no significant different between the high and low of each of the five personality traits across the Teaching Presence, Social Presence and Cognitive Presence. Similarly, there is no significant interaction effect between each of the personality trait and each of the discipline cluster across the Teaching Presence, Social Presence and Cognitive