Influence of Big Five Personality Types and School Environmental Indices on Academic Achievement of Students in Federal College of Education, Odugbo, Benue State, Nigeria

Publication Details

Publication Date

10/11/2026

Volume / Issue

Vol 1, Issue 6 (2026)

Article No.

089

Journal

British Journal of Contemporary Research

DOI

https://doi.org/10.67693/BJCR-XAX3JI6Q

Received

31 Oct 2026

Views

25

Downloads

11

Abstract

The study investigated influence of Big Five personality types and school environmental indices on academic achievement of students in Federal College of Education, Odugbo. Correlational survey design was adopted as the methodology. While the Population was 542 NCE I and II students in 2024/2025 session, Sample of 180 was selected using stratified random sampling. Instruments were Big Five Inventory (BFI) by John and Srivastava (1999) (α=0.82) and School Environmental Indices Questionnaire (SEIQ) developed by researcher (α=0.79). Academic achievement was measured using CGPA. Data were analyzed using mean, standard deviation, Pearson correlation and multiple regression at 0.05 significance level. From the findings Conscientiousness (M=3.82) and Openness (M=3.65) were high among students. Conscientiousness significantly positively influenced CGPA (r=.46, p<.001), Openness (r=.33, p=.003), while Neuroticism had significant negative influence (r=-.28, p=.012). School environmental indices significantly influenced achievement (R=.62, R²=.38, F=28.14, p<.001). Jointly, both variables explained 52% variance in achievement. The Conclusion, Personality and school environment are significant determinants of academic achievement.

License

This article is published under the Creative Commons Attribution 4.0 International License . Free to read, share, and adapt with attribution.