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Cabutaje, Marilou V.; Concepcion, Renessa L.; Del Rosario, John Paulo D.; Estanislao, Frances Karla T.; Garcia, Paula Gaile C.; Magbanua, Danna Marie A.; Magpayo, Algie M.; Oracion, Katherine Ruth S. and Rogacion, Kathrina Lee A. |
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Temperament Personality Types: An Indicator for Structuring a Self-Help Program in Enhancing Effective Study Habits / |
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Cabutaje, Marilou V.; Concepcion, Renessa L.; Del Rosario, John Paulo D.; Estanislao, Frances Karla T.; Garcia, Paula Gaile C.; Magbanua, Danna Marie A.; Magpayo, Algie M.; Oracion, Katherine Ruth S. and Rogacion, Kathrina Lee A. |
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October, 2007.46 |
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Undergraduate (Thesis) Pamantasan ng Lungsod ng Maynila.;College of Nursing, Bachelor of Science in Nursing. |
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ABSTRACT: The study, entitled Temperament Personality Types: An Indicator in Structuring a Self-Help Program in Enhancing Effective Study Habits, was conducted from August 30 to September 12 of the year 2007. It focused on the four Temperament Personality types and its relationship with the six aspects of effective study habits, which used the adopted Personality Scoring Sheet from CARITAS Manila and the modified Study Habit Checklist as a means for data gathering. This indicated the construction of a Self-Help Program for student's enhancement of effective study habits. The researchers utilized study habits. The researchers utilized a Descriptive Survey where a total of 367 respondents from the 2nd, 3rd and 4th year Nursing students of the PLM College of Nursing were randomly selected through Stratified Random Sampling . The researchers also aimed to answer the following questions: (1) What are the temperament personality types of the respondents?: (2) What are the common characteristics of the respondents when grouped according to the Sanguine, Choleric, Melancholic and Phlegmatic Temperament types?; (3) To what extent do the respondents manifest effective study habits in terms of Time Scheduling, Concentration, Listening, Reading, Note-Taking, and Examination when categorized according to their personality?: (4) Is there a significant relationship between the respondents temperament personality type and their manifestations of effective study habits?: (5) What self-help program can be structured indicated on the temperament personality type to enhance effective study habits?. The following were the findings of the study: 1. Using frequency, percentage and ranking it was determined that there is a variation in the personality type of the respondents. The majority of the population belonged to the Sanguine personality. 2. With frequency and ranking it was determined that the common characteristics manifested by each personality type include: The respondents with Sanguine Personality type their learning activities enjoyable but they may tend to be discouraged at times and commonly overlook their responsibilities: The respondents with Choleric Personality type always aim for the best in their studies but they may have the tendency of wanting to do things their own way and tend to neglect others opinions and feelings: The common strengths of the respondents with Melancholic Personality type are soft-hearted and concerned with others needs: however, they tend not to put their trust on others easily: The manifestation of the common strengths of the Phlegmatic Personality type can easily blend well with others and tend to be good with groups: however, they usually do not give their best for their tendency to do things the easy way. In addition, they are known to be doubtful and to worry a lot for being fearful of the consequences and conflicts that may cross their way. 3. Generally, all of the four Temperament Personality types manifested a moderate use of effective study habits in terms of the six aspects. This is despite the results that there are some occurrences where a below average use of effective study habits were manifested on certain items on each aspect. In Time Scheduling. Concentration, Listening, Reading, Note-Taking and Examination when categorized according to their personality types?; (4) Is there a significant relationship between the repondents temperament personality type and their manifestations of effective study habits?: and (5) What self-help program can be structured indicated on the temperament personality type to ehance effective study habits?. The following were the findings of the study: 1. Using frequency, percentage and ranking, it was determined that there is a variation in the personality type of the respondents. The majority of the population belonged to the Sanguine personality. 2. With frequency and ranking, it was determined that the common characteristics manifested by each personality type include: The respondents with Sanguine Personality type their learning activities enjoyable but they may tend to be discouraged at times and commonly overlook their responsibilities: The respondents with Choleric Personality type always aim for the best in their studies but they may have the tendency of wanting to do things their own way and tend to neglect others opinions and feelings; The common strengths of the respondents with Melancholic Personality type are soft-hearted and concerned with others needs: however, they tend not to put their trust on others easily; The manifestation of the common strengths of the Phlegmatic Personality type can easily blend well with others and tend to be good with groups; however, they usually do not give their best for their tendency to do things the easy way. In addition, they are known to be doubtful and to worry a lot for being fearful of the consequences and conflicts that may cross their way. 3. Generally, all of the four Temperament Personality types manifested a moderate use of effective study habits in terms of the six aspects. This is despite the results that there are some occurrences where a below average use of effective study habits were manifested on certain items on each aspect. In Time Scheduling, Melancholics got the highest rank while Sanguines got the lowest. In terms of Concentration, Cholerics ranked highest while Sanguines were the lowest. Phlegmatics got the highest rank while Cholerics got the lowest rank. In terms of Reading, students with Melancholic personality got the highest rank while the students with Choleric personality got the lowest rank In Note-taking, the Melancholic personality got the highest rank while the Phlegmatic personality got the lowest rank In the aspect of Examination, students with Melancholic personality got the highest rank while students with Phlegmatic and Sanguine personality got the lowest rank. 4. At 0.05 Level of Significance, the Chi square test for the significant relationship between the respondents Temperament Personality types and their manifestation of effective study habits showed a significant relationship to Time Scheduling, Concentration, Listening, and Reading; and a no significant relationship to Note-taking and Examination. 5. A plan for self-guided improvement of one's study habits in relation to individual Temperament Personality type was structured as indicated by the weighted mean and ranking of the manifestation of effective study habits, especially those that got the lowest rank for each temperament. Furthermore, programs for further enhancement in the other aspects have also been provided. Finally, recommendations on the possible use of the output of the study, Self-Help Program: Individuality and Learning Hand-in-Hand, were made by the researchers for different groups and institutions, including PLM Nursing students, professors, the colleges and the PLM OSDS. Furthermore, it is recommended that further studies be conducted on the topic, including the validation and implementation of the use of the constructed program of the study. |
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| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |