1

Table of Contents
Title Page
Table of Contents………………………………………………………………. 1

CHAPTER

1 INTRODUCTION………………………………………………………….... 3
Statement of the Problem……………………………………………….. 7
Scope and Delimitation…………………………………………………. 7
Significance of the Study……………………………………………….. 8
Definition of Terms……………………………………………………... 8
Review of Related Literature…………………………………………… 11
Personality Traits………………………………………………………... 12
The Big Five Personality………………………………………………... 13
Learning Styles………………………………………………………….. 19
Types of Learning Styles………………………………………………... 21
Theoretical Framework………………………………………………….. 26
Conceptual Framework………………………………………………….. 27
Hypotheses……………………………………………………………… 28

CHAPTER

2 METHODOLOGY …………………………………………………………… 29
Research Design ………………………………………………………… 29
Sampling Design………………………………………………………… 29
Locale and Respondents of the Study ………………………………….. 30
Research Instrumentation ………………………………………………. 30
 2

Validity and Reliability of the Instrument ………………………………. 31

Data Gathering Procedure ………………………………………………. 32
Statistical Tools and Treatment of Data ………………………………… 32
REFERENCES………………………………………………………….. 33
SURVEY QUESTIONAIRE…………………………………………….. 43
APPENDICES
Appendix 1. Title Approval Form………………………………... 48
Appendix 2. Adviser Conforme Form
Appendix 3. Reader Conforme Form
Appendix 4. Statistician Invation Sheet
Appendix 5. Application for Thesis Proposal Form
 3

CHAPTER 1

INTRODUCTION

Background of the Study

Learning is a process of acquiring new skills, knowledge and abilities and it is considered

a lifelong activity. This process is being influenced by social, cultural and even psychological

factors. Each person has an individualized learning style influenced by its own strengths and

weaknesses. Based on this, a very important aspect is finding the way to generation Z students,

in order to improve teaching styles and information flow during their study years (Iftode, 2019).

In recent years, Generation Z is represented by people that were born between 1995 and 2012,

among the representatives of this generation are young people who are between 20 and 22 years

old (Howe & Strauss, 2019). It has become an important demographic in higher education. Gen

Z students contribute distinctive qualities to the classroom that differentiate them from other

generations. These characteristics include their digital proficiency, social consciousness, and

unique views on learning.

The important factor of learning is the learning style (Davis et al. 2019). It is defined as a

combination of cognitive, emotional, and physiological traits that show how the learner perceives

and responds to the learning environment. Understanding learning style of learners can be

effective in organizing and modifying the learning environment and teaching and learning

process (Ahmadi & Allami, 2014). They can impact how the learners understand, retain, and

apply new knowledge. There are different learning styles, and the learners can even have a

combination of more than one. Some of the most common learning styles include visual,

auditory, kinaesthetic, tactile, and social learning. In recent studies of (De Feyter et al. 2012)
 4

suggest that Big Five personality traits combined with learning styles can help predict some

variations in the academic performance and the academic motivation of an individual which can

then influence their academic achievements.

In addition, personality traits are also an important factor of learning. These are the

differences of individual characters in terms of pattern changes of cognition, behavior, and

emotion. One of the most widely used systems in describing personality traits is the “Big Five”

(Hogan et al. 2019). It stated in McCrae and Costa’s five-factor theory of personality; the Big

Five personality traits represent part of a dynamic personality framework. Accordingly, it is

critical to properly recognize the personality traits as they can influence learners’ behavior which

in turn can be compelling in their academic progress. Personality traits influence individual’s

approach learning while various factors such as motivation and cognitive abilities and traits

namely extraversion (also often spelled extroversion), agreeableness, openness,

conscientiousness, and neuroticism. Personality traits can be articulated through different

learning styles (auditory, visual, read/write, kinesthetic) which facilitate a student for better

understanding and learning, aiming to achieve the desirable learning outcomes or goals (Kohli &

Bhatia 2021). According to (De Raad & Schouwenburg, 2019) Personality traits are expressed in

learning styles, which are in turn reflected in learning strategies, which eventually produce a

certain learning outcome.

Students from Z generation are being auto didactic, meaning that they take the initiative

to use the available resources of learning. They are actively seeking activities that make them

feel involved, which help them to develop themselves and last but not least that are dynamic and

involve creativity. However, it is obvious that the “old way” of schooling is no longer effective

with the new generation of students (Green & Mccann, 2022). The values of today’s students are
 5

not congruent with traditional content and methods. Gen Z students are characterized as digital

natives, having grown up with technology, which influences their learning preferences. They

favor interactive and intensive reading activities that address their unique challenges, such as

unfamiliar vocabulary. This highlights the necessity for tailored educational content that aligns

with their digital proficiency and learning styles (Pramerta, 2024).

In addition, according to David (2017), a large number of Gen Z students favor

collaborative and interactive learning environments over traditional lecture-based ones. They do

best in technologically integrated contexts, such as games for learning or online discussions.

Students of Generation Z may have difficulty with critical thinking, analysis, and problem-

solving because of the rapid pace at which information is consumed through digital devices.

Their preference for quickly solutions over thorough investigation might make it difficult for

them to solve complicated problems.

Controversial views were reported as some of these studies indicated a significant

relationship between learning style and personality traits, while others found no significant

relationship. This discrepancy has raised the need for further investigation and study. (Almigbal,

2015). A study examined the relationship between personality traits and learning styles among e-

learners. While it identified some trends linking traits like extraversion with specific learning

styles, it also noted that many learners exhibited mixed preferences that did not align neatly with

their personality profiles. Thus, the authors concluded that personality traits might influence but

do not solely determine learning styles. (Siddiquei & Khalid, 2018) In the study of (Caspi, et al.

2022) numerous studies have investigated the relationship of personality traits with many related

concepts but there is a scarcity of research studies emphasizing the relationship between learning

styles and personality traits.

 6

There were studies before about personality traits and learning styles. Some were

conducted international and others included respondents were medical and engineering students.

Furthermore, there is a study about personality traits in the Philippines particularly in Iligan City

(Narbasa et al., 2022). Some studies considered the four dimensions of learning styles as their

variable specifically the sensing-intuitive, visual-verbal, active-reflective and sequential-global

and include other variables of personality traits. In another study, it has been explored that

abstract conceptualization of learning style is directly correlated with academic achievement in

mathematics and English language (Homayoni & Abdolahi, 2003; Siddiquei, 2018).

Finally, although there are many studies that their findings are contradicting with others.

Also, there were studies use cross-sectional study and correlational study method (Mansoor,

2018). But there findings are not consistent. They say that there were no significant differences

in learning styles and personality traits. Which other say that there was a relationship between

personality traits and learning styles.

For now, there is no study which conducted in the local context in Midsayap, North

Cotabato using causal-comparative and correlational methods which included Social Science

Courses as respondents and using more variables of personality traits and learning styles. This

study aims to determine the specific personality traits and learning style of Gen Z students

specifically in Social Sciences courses. This study will be conducted to propose strategies for

educator to better accommodate those characteristics thereby enhancing student engagement and

learning outcomes. Also, to identify the academic challenges of Gen Z student face such as

learning style.
 7

Statement of the Problem

This study aims to investigate the personality traits and learning style among Gen Z

students in Social Sciences courses.

Specifically, it seeks to answers the following:

1. What are the demographic profiles of the respondents in terms of sex, age and courses?

2. What are the personality traits of the respondents?

3. What are the learning styles of the respondents?

4. Is there a significant difference between personality traits and learning styles in terms of

demographic profile?

5. Is there a significant relationship between personality traits and learning style?

Scope and Delimitations of the Study

This study will focus on the personality traits and learning style among Gen Z students in

Social Science courses at Notre Dame of Midsayap College who enrolled in academic year 2024-

2025. Particularly, 60 students from social science courses will be chosen as respondents. The

researchers identify ten (10) from the College of Criminal Justice Education, ten (10) from

Bachelor of Public Administration, ten (10) from Bachelor of Science in Social Work, ten (10)

from Bachelor in Human Services, ten (10) from Bachelor of Secondary Education Major in

Social Studies and ten (10) from Bachelor of Secondary Education Major in Science.

This study is delimited to the respondents aging from 18 to 24 years old and is limited to

the examination of personality traits and learning style among the 60 Generation Z students
 8

selected. It will not include students from other generations of those enrolled in other courses

outside the Social Sciences.

Also, this study only considers the five indicators of personality traits specifically the

openness, conscientiousness, extroversion, agreeableness and neuroticism. In terms of learning

style only the four variables are considered specifically the visual, auditory, reading/writing and

kinesthetic. There only four indicators for each variables of personality traits and five indicators

for each variables of learning style. These indicators are most important and relevant to the Gen

Z students.

Significance of the Study

This finding of the study will be beneficial for the following:

For Students. By focusing on students in social science disciplines, the results of the study may

enhance the understanding of how traits such as openness, conscientiousness, and extraversion

influence learning preferences, engagement, and academic performance.

For Teachers. The findings of this study may guide educators in adapting teaching strategies to

better align with these traits, improve career counseling and academic advising by offering

tailored support, and foster effective group dynamics in collaborative learning environments.

For Parents. The result of the study may assist parents in guiding their children towards

fulfilling educational and professional trajectories based on a deeper comprehension of how

personality traits intersect with academic pursuit.

For Administrators. This study may allow for a more policy of learning experiences caters to

the strengths and learning styles of diverse student populations.

Future Researchers. This study may serve as a guide and source of reference or literature when

they conduct the same study in the future.

 9

Definition of Terms

To understand the study, the following terms are operationally defined:

Generation Z. This term use to describe people born between 1997 and 2012. They’re the

second-youngest generation, between millennials and Generation Alpha.

Learning styles. Described as a set of factors, behaviors, and attitudes that facilitate learning for

an individual in a given situation. The term learning styles is widely used to describe how

learners gather, sift through, interpret, organize, come to conclusions about, and “store”

information for further use.

Auditory learning style. Individuals who learn better when they take in information in

auditory form when it is heard or spoken.

Kinesthetic learning style. Individuals who prefer to learn by doing. They enjoy a

hands-on experience.

Reading/Writing. Reading/writing learners consume information best when it’s in

words, whether that’s by writing it down or reading it.

Visual learning style. individuals who prefer to take in their information visually—be

that with maps, graphs, diagrams, charts, and others.

 10

Personality Traits. This are characteristics and qualities that help define you as a unique

individual. They’re often developed throughout life and may remain consistent across many

situations and circumstances.

Agreeableness. The ability to show compassion and willingness to help others. Those

who fall higher on this personality spectrum tend to be cooperative and polite, and those with

less agreeableness are more likely to value rational and critical thinking.

Conscientiousness. It measures your efficiency and organization. Those who fall higher

on this spectrum tend to be task-focused, and those who are less conscientious are often more

easily distracted and may enjoy spontaneity and work better under pressure.

Extroversion. Refers to how outgoing and energetic you are. People who are very

extroverted are assertive and sociable, while those who are more introverted may prefer solitary

activities and alone time, and need fewer social interactions to feel content.

Neuroticism. This category—sometimes named by its opposite trait, emotional stability

—accounts for your emotional sensitivity and the extent to which you’re inclined to worry or be

temperamental.

Openness. It describes how adventurous, curious or open to new experiences you are.

Highly open individuals tend to have a broad range of interests, and those who have a lower

degree of openness may prefer consistency, routine and familiarity.

 11

Review of Related Literature

Generation Z (Gen Z)

Generation Z represents the first cohort to have had easy access to digital technologies

and the internet from an early age. According to Linder (2024), those born roughly between 1995

and 2010 are referred to as Generation Z. It also stated by Starecek et al. (2023) that Generation

Z students’ personality traits and motivation are prerequisites for sustainable learning as well as

the identification of relevant motivational factors in the educational process.

According to Huss (2023), students in Generation Z are considered the first "digital

natives" since they have grown up using smartphones to type with their thumbs and ignoring

school-related interactions that do not hold their attention. It is also stated by Paulina and

Ernawati (2022), that the support of information communication and technology (ICT) to

encourage generation Z (Gen Zers) in their learning style in academic environment as well as a

preparation for their competences to enter the workforce. Today it is widely accepted that people

perceive the world according to social, cultural, and economic conditions of the date range that

they were born in (Demir & Sönmez, 2021).

Ngatirin and Zainol (2020) discuss that learners come with diversity in their individual

needs and characteristics such as different learning styles and preferences, personality traits and

cognitive abilities. The development of the “knowledge society” implies social transformation in

which citizens need not only knowledge but also new skills and competencies, some
 12

unpredictable, to face new situations. One of the most important actions to achieve this is the

investment in technological resources to offer new ways of teaching and learning (de Menéndez

et al., 2020).

Furthermore, technology adds value to the teaching and learning experience, which

students exploit widely to improve or accelerate the academic process, but technology can

certainly also promote or develop additional skills and competencies (Menendez & Escobar,

2020). Gen Z is attracted to mobile technology and interactive visual learning materials (Choo1

and Taha, 2023). In the study of de-Menendez et al. (2020) students of Generation Z are

authentic digital natives who are a hyper cognitive generation with different student profiles than

before. They are creating pressures for change, and there is a growing competition of universities

for global human talent and demand for qualified graduates to do jobs that do not yet exist.

Personality Traits

Personality traits reflect people’s characteristic patterns of thoughts, feelings, and

behaviors. Personality traits imply consistency and stability—someone who scores high on a

specific trait like Extraversion is expected to be sociable in different situations and over time.

The most widely used system of traits is called the Five-Factor Model. This system includes five

broad traits that can be remembered with the acronym OCEAN: Openness, Conscientiousness,

Extraversion, Agreeableness, and Neuroticism. Each of the major traits from the Big Five can be

divided into facets to give a more fine-grained analysis of someone’s personality. In addition,

some trait theorists argue that there are other traits that cannot be completely captured by the

Five-Factor Model. Critics of the trait concept argue that people do not act consistently from one

situation to the next and that people are very influenced by situational forces. Thus, one major
 13

debate in the field concerns the relative power of people’s traits versus the situations in which

they find themselves as predictors of their behaviour (Diener et al., 2019).

According to Gatzka and Hell (2018) it is a pragmatic fact that academic performance is

well influenced by the personality traits eventually. Moreover, it could be more appropriate to

conceive of strengthening productive personality as a more beneficial intervention during the

early years of education. More objectives of the personality traits can also have more impacts on

the academic performance of the students.

Moreover, in the study of Mammadov (2022), he observed that the role of personality

traits is very much sway to the academic performance. Academic performance is regarded as

crucial for job pathways, individual life trajectories, and long-term success. It is also regarded as

important as a societal effect. Personality is one of the non-cognitive characteristics that have

been systematically linked to academic achievement.

The Big Five Personality

Openness

Openness is one of the major personality traits derived from the Big Five model, which is

a widely accepted framework for understanding personality that also includes the factors

conscientiousness, extraversion, agreeableness, and neuroticism. Openness is characterized by a

person’s tendency to seek out new experiences and to be willing to explore ideas, values,

emotions, and sensations that differ from their previous experience or established preferences

(Abu Raya et al., 2023).

 14

It stated in the study of Williamson (2018) that openness to experience describes a

dimension of cognitive style that distinguishes imaginative, creative people from down-to-earth,

conventional people. Open people are intellectually curious, appreciative of art, and sensitive to

beauty. They tend to be, compared to closed people, more aware of their feelings. Van Der Gucht

et al. (2019) emphasized that individuals who are high in openness, particularly the feeling facet,

may also be high in mindfulness as attentiveness to one’s emotions is a key component of

mindfulness.

According to Nirupama and D’souza (2021) the Gen Z give more importance to

education. They like to spend more time on education. Gen X, the parent of Gen Z, takes care of

their kids in their education and also motivate them to give importance to education. Apart from

traditional education, they also join online courses and complete their education to get additional

knowledge. The learning style preferred by this generation is different from the other

generations. They do not prefer traditional method of learning within the classroom. They like to

learn by trying out new thing and not just being theoretical.

Furthermore, they are very open minded and do not hesitate to give their opinion on any

matters either family matters or political matter or social issues as they spend more time on the

net. They are animals’ lovers, environment friendly. Things like LGBT, same sex marriage,

racial equality would be more natural/acceptable to them. Gen Z are actively involved in various

social activities more than the other generations. They like to be connected with organizations

that address various issues in their own way (Nirupama & D’souza, 2021).

Conscientiousness
 15

Conscientiousness is defined as individual differences in the propensity to follow socially

prescribed norms for impulse control, to be goal-directed, planful, able to delay gratification, and

to follow norms and rules. The breadth of this definition implicates a wide swath of important

outcomes that are associated with conscientiousness. Indeed, conscientiousness is associated

with better health, lower criminal activity, and better economic, interpersonal, and workplace

outcomes. (Jackson et al., 2024)

According to Gordon (2023), conscientiousness is a core personality trait that involves

being diligent, responsible, and careful. When someone is conscientious, they are able to

exercise self-discipline and self-control in order to pursue and ultimately achieve their goals.

Conscientiousness is significantly related to academic success, as numerous studies have

established a positive correlation between this personality trait and academic performance.

Research indicates that conscientious individuals tend to exhibit behaviors such as diligence,

organization, and self-discipline, which are conducive to achieving higher grades and overall

academic achievement (Kertechian, 2018) According to Wang et al., (2023) conscientiousness

have positive total effect on students’ academic achievements, and they are mainly realized

through the chain mediating effects of self-efficacy and major identity to self-efficacy, and are

mainly based on self-efficacy mediating effect, which is more obvious in the dimension of

behavioral efficacy.

Moreover, it stated in the study of Vázquez et al. (2024) that conscientiousness among

Generation Z is shaped by their upbringing in a digital world, where rapid access to information

and multitasking have become routine. This personality trait, encompassing qualities like

diligence, organization, and reliability, is linked to a high sense of achievement and persistence
 16

in completing tasks. Gen Z tends to exhibit conscientiousness through their strong work ethic

and desire to excel academically and professionally, often driven by the need to secure stable

futures in a fast-evolving economy. Their conscientious behavior also reflects their adaptability

to technology while balancing focus and task management

Agreeableness

Agreeableness is a core personality trait that reflects and individual's abilities to get along

well with others and their concern for social harmony. When it comes to personality traits, if

you're someone that has scored high in agreeableness, you're likely popular and tend to make

friends easily. You also may be seen as trustworthy, altruistic, honest, modest, empathetic, and

cooperative (Gordon, 2023).

It stated in the study of Reizer et al. (2023) that agreeableness is a personality trait that is

typically characterized by being nice, sociable, cooperative, compassionate, empathic, and

sensitive to others. As agreeableness is a primary dimension of interpersonal behavior and social

functioning, it positively corresponds with prosocial behaviors in general and at the workplace in

paricular. Individuals high in Agreeableness are kind, warm, helpful, and accommodating to

others (Tobin & Graziano, 2020).

According to Sriprom (2019), agreeableness is the characteristic of being friendly, caring,

cooperative, and tolerant. People with high agreeableness get along well with others. However,

people with low agreeableness are more skeptical, competitive, and distant. The last dimension is

conscientiousness. People who have high conscientiousness tend to be dependable, organized,

disciplined, and reliable while those with low conscientiousness prefer flexible plans and do not

like precise details.

 17

In the findings of the study of Sriprom (2019), agreeableness of Gen Z students, all

teachers agreed that most of their students tend to agree with others and get along well with their

acquaintances. However, they discovered that some students who always agreed with others or

relied on others tended to use less critical thinking skills and lack a sense of competition.

Moreover, if students often show their high level of agreeableness, people may think this group

of learners lacks interest or passion and confidence.

Agreeableness was a significant dimension correlating to academic performance and

loving relationships among Gen Z participants. However, our findings do not apply to any

specific aspects, but they can still represent Gen Z’s person agreeableness appeared to be the

most dominant dimension, which differs from the reviewed literature that has highlighted Gen

Z’s obsession with technology applications and online social medianality traits in general

(Poropat, 2009; Jongrachen’ 2017, Sriprom, 2019).

Extroversion

Extroversion is a type of personality characterized by talkativeness, assertiveness, and

warmth. While strongly influenced by genetics, upbringing and life experiences can also affect

how outgoing you are in different areas of your life. People high in extroversion tend to seek

social stimulation and opportunities to engage with others. These individuals are often described

as being full of life, energy, and positivity (Cherry, 2023).

According to McCrae and Costa (2020), extraverts are friendly people who also

frequently look for excitement and chances to interact with others in a social setting. Due to their

innate need for social engagement, they may be born leaders who feel at ease taking command
 18

and guiding others. Compared to introverts, who can choose more quiet or contemplative

pursuits, extraverts are more likely to feel happier and to communicate their feelings honestly.

On the other hand, excessive extraversion can occasionally lead to impetuous actions or

trouble being alone. Even while social situations usually excite extraverts, they sometimes find it

difficult to focus for extended periods of time or to reflect. Comprehending these characteristics

is crucial for individual growth as well as professional interactions, as extraverts tend to do well

in jobs requiring collaboration and communication.

Students from Generation Z have different extraversion tendencies that influence how

they interact with others and approach learning. They are frequently identified by their

friendliness and love of cooperative settings, which facilitates their participation in conversations

and group activities. This generation is more likely to seek out and cherish real connections with

peers and instructors because they value open communication and openness (Starecek et al.,

2022)

Furthermore, Gen Z students’ extraversion manifests through active participation and a

tendency to take on leadership roles in group projects. Their comfort with digital communication

tools also allows them to effectively network and collaborate beyond traditional classroom

boundaries. These traits contribute to a dynamic and interactive learning environment, fostering a

sense of community and shared purpose (Li et al., 2022).

Neuroticism

Neuroticism is a core personality trait characterized by emotional instability, irritability,

anxiety, self-doubt, depression, and other negative feelings. Like other personality traits,
 19

neuroticism exists on a continuum, which means that people can be high, low, or somewhere in

the middle in terms of this trait (Cuncic, 2023).

According to two studies they defined neuroticism as dimension of personality refers to

those who have tendency to experience anger, sadness, emotional instability and variety of

negative emotions are frequently observed in people who scored high on neuroticism (Khalid

2018). Neuroticism, in psychology, refers to a personality trait characterized by emotional

instability, anxiety, moodiness, and a higher tendency to experience negative emotions like fear,

sadness, and anger. People with high levels of neuroticism are more likely to worry, exhibit

emotional instability, and perceive everyday situations as threatening or distressing and minor

frustrations as hopelessly difficult (Evans, 2024).

Neuroticism (sometimes called ‘emotional stability’ in reverse) refers to a person’s

emotional stability and the tendency to have negative emotions. People who score high in

neuroticism (or low in emotional stability) are likely to worry, have anxiety, be angry, insecure,

and depressed while people who score low in neuroticism (hence, high in emotional stability) are

more relaxed, calm, and secure (Siprom, 2019).

Moreover, the findings in the study of Siprom (2019) the Gen Z neuroticism is the weak

trait in this group. This implies that this group of students tends to have low levels of worry and

anxiety. This sends positive signals to teachers because these students may have fewer negative

thoughts and behaviors in the classroom.

Higher neuroticism Gen Z students frequently struggle in the classroom, especially when

it comes to managing stress and staying motivated. A growing number of young adults today are

reporting mental health problems, such as anxiety disorders and depression, which can be caused
 20

by this emotional instability. The study highlights the need for educational institutions to offer

sufficient mental health resources and support systems that are customized to the particular

difficulties this generation faces (Twenge & Campbell, 2020).

Learning Style

A learning style implies an individual’s desired way to absorb, process, understand and

preserve information. In simple terms, it is the way that various students learn (Tophat.com,

2020). It is also stated by Childs-Kean, et al. (2020) that application of learning style inventories

to improve students’ self-awareness is not explored much. In a study conducted by Payaprom

and Payaprom (2020), the mentioned that prior to implementing learning style-based teaching, it

is worthwhile to understand the preferred learning style(s) of student.

Throughout history, a new generation (Generation Z) of learners has entered

universities/colleges. They were raised in an environment full of technology and high access to

the online world which well affected their preferences for receiving information (Mohd Ishak et

al., 2022). Today, humanity faces with rapid developments and innovations in technology and

science that shaped by the needs of the generations as well as the contemporary realities of the

world. Gen Z has its own dynamics and realities which, in turn, entails new issues in learning

and teaching (Akdemir & Akdemir, 2023).

Moreover, due to the technological evolution and digitalization education has own

footprint on it through their learning styles (Iftode, 2019). Generation Z as digital natives are

distinguished by their intense engagement in online activity. There have been widespread

concerns over the educational inequality caused by the digital divide in the internet era (Jiao and

Yu, 2024).
 21

Another study also posits that every student has a unique learning style. Their

personalities are shaped by factors affecting their learning styles. Besides that, it is evident that

students’ distinctive learning style has a significant impact on their academic success. So that

educators should use a variety of teaching styles, such as problem-based learning, team-based

learning, and different assessment methods, to assist and support students in better understanding

topics and achieving high academic performance (Hanawi et al., 2022).

Types of Learning Styles

Visual Learning Style

Visual learning is defined as the assimilation of information from visual formats.

Learners understand information better in the classroom when they see it. Visual information is

presented in different formats, such as images, flowcharts, diagrams, video, simulations, graphs,

cartoons, coloring books, slide shows/Powerpoint decks, posters, movies, games, and flash cards

(Raiyn, 2016).

A visual learning style, according to Soni (2024), is a method where individuals learn

best when information is presented visually. This can include graphs, charts, maps, diagrams,

and videos. Visual learners often find it easier to understand and remember information

displayed in a visual format rather than through text or auditory means. This learning style

emphasizes the importance of seeing concepts and relationships between ideas to grasp and

retain information effectively.

 22

Recognizing the visual learning style of Gen Z students is crucial for developing effective

teaching strategies. The importance of integrating technology and visual aids into the classroom

to support diverse learning styles. By doing so, educators can create a more inclusive and

engaging learning environment that aligns with the preferences and strengths of Gen Z students

Knezek and Christensen (2020).

According to Hart (2019), using platforms like YouTube, Khan Academy, and

educational apps can enhance learning outcomes by providing engaging and visually rich

content. Additionally, incorporating visual note-taking techniques and mind maps can help

students organize and retain information more effectively.

Auditory Learning Style

An auditory learning style is characterized by individuals who prefer to learn through

sound and oral instructions. These learners tend to process information more effectively when it

is presented in an auditory format, such as through lectures, discussions, or audio recordings.

Auditory learners often benefit from listening to explanations, participating in group discussions,

and using rhymes or songs to remember information (Setyoningsih, 2019).

Kayalar (2019) emphasizes that auditory learning style enables auditory learners to learn

best by hearing or through verbal communication. Auditory learners are good at remembering

what they hear as they learn information through auditory representation. Auditory components

such as tone, pitch, and loudness are all important to these learners.

Furthermore, auditory learning style include building up more comprehensive sentences,

being talkative, sensitive to sound and music, memorizing the songs fast and easily, being

inclined to learn foreign languages, learning by talking, having difficulty in reading and writing
 23

skills, participating in group discussions, using audiotapes for language practices. This paper

draws attention to the views and practices of language learners as a means of increasing teachers’

awareness of Auditory Learning and Teaching in classroom environment (Kayalar, 2019).

Also, auditory learning can be particularly effective for this generation when integrated

with modern technologies. For instance, podcasts and audiobooks have become popular

mediums for educational content, allowing Gen Z learners to consume information through

listening while multitasking (Hartman & McCambridge 2020).

Additionally, the auditory learning style in Gen Z can be optimized when paired with

collaborative environments. For example, students who thrive in auditory learning often perform

well in group discussions, presentations, and peer-to-peer teaching scenarios. Such interactive

settings allow them to process information verbally, which is vital for retaining knowledge. To

support this, educators should focus on designing lessons that include debates, question-and-

answer sessions, and podcasts, reinforcing their ability to learn through listening (miller et al.,

2019).

Reading/Writing

Reading learning style, as part of the VARK model, is characterized by a preference for

learning through written words and text-based materials. According to Neil Fleming and Colleen

Mills, the developers of the VARK model, individuals with this style tend to absorb information

better when it is presented in written form, such as books, articles, notes, and lists (Fleming &

Mills, 2020). They often take detailed notes and review them regularly to reinforce their

understanding.
 24

Writing involves a physical and mental effort. At its elemental level, writing is a physical

activity that binds words or ideas to some medium. In this regard, as a mental work, writing

comprises creating ideas and thinking about ways to express these activities, and to bring them

together into larger portions of texts, which are understandable to the audience. By the same

token, writing is a process that the writer undertakes, in order to obtain a final written product.

This process contains four main steps: planning, drafting, editing and a final draft (Benitez-

Correa et al., 2022).

Read and Write learning style learns best through words. These students may present

themselves as copious note-takers or avid readers and translate abstract concepts into words and

essays. The kinesthetic learners best understand information through a tactile representation of

data (Cabual, 2021). According to Cherry (2019), the students are hands-on learners and learn

best by figuring things out by hand. This model identifies students learning styles, and allowing

students to access the information they are comfortable with, will increase their academic

confidence. The teacher gains a better perspective on implementing these learning styles into

lesson plans and study techniques.

Moreover Pramerta (2024) stated that Generation Z (Gen Z) students born between the

mid-1990s and early 2010s, their approach to reading is significantly influenced by their digital

upbringing, setting them apart from previous generations. Gen Z students, often described as

digital natives, exhibit unique learning preferences that challenge traditional reading instruction

methods. Some students prefer a reading/writing style, where they learn best through written

materials and taking notes. This preference is not unique to Gen Z but is relevant as it indicates

that a portion of Gen Z learners may also benefit from this style (Nasiri et al., 2016).
 25

Kinesthetic learning style

The kinesthetic learning style reflects a marked preference for tactile, hands-on learning

experiences. This style is also called tactile learning or experiential learning (Jenna, 2021. The

difference between kinesthetic learning and auditory or visual learning is that a kinesthetic

learner prefers to directly experience what they are learning about. Being a kinesthetic learner

means that you often want to learn by doing—through hands-on activities, by participating in

demonstrations, or moving manipulatives around.

Kinesthetic learning styles are speaking or verbal activities. The speaking activities in

question include, asking questions, memorizing material and discussing with friends. Students

with kinesthetic tendencies would become speakers, because speaking was a form of movement.

They directly work, touch, move or learn (Khoirunnisa & Iba, 2022).

Furthermore, students who have a kinesthetic learning style tend to like learning systems

that are physically oriented and have a lot of body movement, cannot stay still for a long time

and use a lot of body cues so that they can receive the information conveyed by others (Sayekti

et al., 2021).

It stated in the study of Malacapay (2019) Kinesthetic learners thrive in a kinesthetic-

oriented environment but only make up a minority of the classroom population. While it is

unclear what percentage of students in the classroom have a predominantly kinesthetic learning

style, studies estimate between 15% and 30% of students, though most likely on the lower end of

that range, are either primarily kinesthetic or strongly kinesthetic in their learning styles.

In the result of study of Sayekti et al. (2021), it was stated that students who have a

kinesthetic learning style are very bored when they do nothing in class. They like to make lots of
 26

body movements and it is easier to understand the material by moving. During the presentation,

for example, moving the limbs, walking, and moving the hands. This shows that by moving,

students are more comfortable in the learning process. Students prefer the game/ice breaking

session conducted by the lecturer. The majority of students understand the material by taking

part in field work or practicing doing questions. Lecturers can apply a learning system outside

through field trip so that students understand the material well.

Generation Z students demonstrate a strong preference for kinesthetic learning styles,

which emphasize hands-on experiences and physical engagement with learning materials.

Doimer (2022) highlights that these students are digital natives who are immersed in technology.

This constant interaction with devices fosters a need for movement and tactile learning activities,

such as interactive simulations and project-based tasks that require active participation.

According to Nwajiuba and Onyeneke (2022) Gen Z students show a significant

inclination towards tactile and physical forms of learning in environments that blend traditional

lectures with interactive discussions. This learning style is best supported when teachers

integrate kinesthetic activities like group work, experiments, and field exercises, which cater to

their preference for experiential learning.

Moreover, (Manzoni et al., 2020) stated that kinesthetic learning allows Gen Z students to

better retain information by engaging with content in a way that suits their action-oriented

mindset. This trend continues to shape modern teaching methods, encouraging educators to

develop lessons that include physical interaction and real-world problem solving.

Theoretical framework
 27

This study is based on the Five-Factor Theory of Personality with the acronym OCEAN

is often used to recall Costa and McCrae’s five factors, or the Big Five personality traits:

Openness to Experience, Conscientiousness, Extroversion, Agreeableness and Neuroticism.

According to Funder (2001) the five factor personality traits show consistency in interviews,

self-descriptions, and observations, as well as across a wide range of participants of different

ages and from different cultures. It is the most widely accepted structure among trait theorists

and in personality psychology today, and the most accurate approximation of the basic trait

dimensions.

Another theory VARK Model Theory that developed by Neil Fleming in 1987. The

acronym “VARK” stands for Visual, Aural, Read, and Kinesthetic - and refers to the different

learning styles we as humans have when learning new information. Individuals are identified by

the style they identify with the most when learning. This theory are all one of four main types of

learners: visual, auditory, reading/writing, and kinesthetic. VARK learning styles can also be

used to explain the behaviors of student’s relatives and friends, helping the students to better

understand those around them and make more effective decision-making.

This study is aligning on the above-stated theories since it only exploring how personality

traits influence learning style and outcomes. Moreover, concepts and principles of five-factor of

personality and VARK theories are very much related on how the statements of the problem

were formulated

Conceptual Framework

This study assumes that there is relationship of the personality traits and learning style

among Gen Z students in social science courses. This is visualized in the figure 1.
 28

As shown in the figure, there are two main variables considered: The independent

variable and dependent variable. The first circle contains the profile of respondents such as sex,

age and courses as independent variables; the second circle contains the personality traits such as

openness to experience, conscientiousness, extroversion, agreeableness and neuroticism as a first

dependent variable. The third circle contains the learning styles such as visual, audio, kinesthetic

and reading/writing as second dependent variable; the arrow that points from the first circle to

second circle indicates that the demographic profile influences the personality traits and third

circle indicates that the demographic profile influences the learning style. The two-way arrow

that connects the second circle and third circle indicates that there is relationship between

personality traits and learning style.

Figure 1: Schematic diagram of the conceptual framework of the study.

Independent Variable Dependent Variable

Learning Style
Openness
Conscientiousness
Demographic Profile
Agreeableness
Age
Extroversion
Sex
Neuroticism
Course

Personality Traits
Visual
Auditory
Reading/Writing
Kinesthetic
 29

Hypothesis

Ho1: There is no significant relationship in the personality traits of the respondents when they

are group according to their age, sex and courses.

Ho2: There is no significant relationship in the learning style of the respondents when they are

group according to their sex, age and courses.

Ho3: There is no relationship between personality traits and learning style.

CHAPTER 2

METHODOLOGY

This chapter presents the research design, locale and respondents of the study, sampling

design, research instrument, validity and reliability of instrument, data gathering procedure,

statistical tools and treatment data.

Research Design

This research utilized the descriptive causal-comparative and correlational research

design. Using the quantitative techniques and an adopted survey questionnaire, this study sought

to investigate the demographic profile of the students, the personality traits and learning style.

The significant relationship between personality traits and learning style of the respondents in

terms of their specific courses. This research design will attempt to identify the causal-
 30

comparative between the independent variable and dependent variable. It usually a suggested

relationship, the relationship between independent variable and dependent variable because the

researchers do not have complete control over the independent variable.

Sampling Design

This study will use the stratified sampling method, and its combination with another

probabilistic approach can improve the precision, as well as representation of results. In such

sampling, if the selection of samples is made out of a population by chance, in that case, each

member will have equal odds of being selected. Our analysis uses these methods for generalizing

our findings to the entire population of Gen Z students taking a social sciences course. On the

other hand, stratified sampling breaks a population down into subgroups or strata (e.g. age, sex

majors within social sciences courses) and randomly selects samples from each stratum. This

approach aims every subgroup to be sufficiently represented in the sample that then allows a

more detailed analysis of personality traits by standing over the categories.

Random Sampling is a technique in which each person is equally likely to be selected.

Simply put random sample is a subset of individuals randomly selected by researchers to

represent an entire group. The goal is to get sample of people representative of the larger

population.

It involves determining the target population, determining the number of participants you

need, and then picking participant in a way that gives everyone an equal chance of being selected

at random. (Cherry,2023). Stratified sampling is a sampling method use by the researcher to

divide a bigger population into subgroups or strata, which can then before there use to draw

samples using a random sampling method (Bisht, 2024).

 31

Locale and Respondents of the Study

This study will be conducted at the Notre Dame of Midsayap College. The respondents

are ten (10) from the College of Criminal Justice Education, ten (10) from College of Bachelor

of Public Administration, ten (10) from Bachelor of Science in Social Work, ten (10) from

Bachelor in Human Services, ten (10) from Bachelor of Secondary Education Major in Social

Studies and ten (10) from Bachelor of Secondary Education Major in Science. A total of 60

college students who enrolled in academic year 2024-2025 will be chosen to be respondents of

this study.

Research Instrument

In this study, two self-report questionnaires will be use to collect the quantitative data.

The adopt PLSPQ use to identify the learning style and NEO Personality Inventory use to

identify the personality traits. The instrument comprised a structured questionnaire consisting

Likert scale questions and comprised of two main parts. Part I consist of Demographic Profile of

the respondents. Part II is designed to identify the personality traits and the Part III are designed

to identify the learning styles. Moreover, responses of the respondents in Part II and Part III were

expressed in the following Likert scales and description:

Scale Description

1 means “Strongly Disagree”

2 means “Disagree”

3 means “Undecided”
 32

4 means “Agree”

5 means “Strongly Agree”

Validity and Reliability of the Instrument

The researcher-construct survey questionnaire was initially presented to the adviser for

him to determine, among others its clarity and specify of content, and freedom of suggestion to

establish its face validity. Afterward, it was also check and validate by the panelist before it is

use for pilot testing. The researchers conduct the pilot –test to 20 students taking Bachelor of

Science in Social Work at Notre Dame of Midsayap College. Cronbach’s Alpha used to

determine the reliability of items with a reliability coefficient of 0.70 indicative of reliable

instrument.

Data Gathering Procedure

In this study, researchers collected the necessary data on a step-by-step basis.

First, the researchers conducted a pilot test of the modified standardized questionnaire about the

personality traits and learning styles. Second, the researchers addressed a letter to the Vice

President for Academic Affairs and the college deans of the different departments asking

permission to conduct the study entitled Exploring Personality Traits and Learning Styles among

Gen Z students in Social Science courses. Next, the researchers gave the respondents informed

consent for participating in the survey with the promise of keeping their responses to the
 33

questions confidential. Upon approval, the researchers conducted the survey. The respondents

answered the questions on the questionnaire given by the researchers through a survey. The

researchers checked the survey questionnaire right after it was answered by the respondents. The

collected data will be basis for organization, analysis, and interpretation.

Statistical Tools and Treatment Data

The data that will collect in this research were treat as numerical data. They are present,

analyze, and interpret by apply descriptive and inferential statistics like frequency, percentage,

standard deviation and means to determine the scores of personality traits and learning styles.

ANOVA or analysis of variance will be applying to determine the significance difference the

personality traits and learning style of the respondents when group according to their sex, age,

courses and T test to determine the significance difference of personality traits and learning style

when they group according to their sex, age and courses. The Pearson Product-Moment

Correlation (r) is apply to determine the relationship between personality traits and learning

style.

References

Akdemir, A. S., & Akdemir, Ö. A. (2023). From Theory to Practice: Teaching English to

Generation Z. Shanlax International Journal of Education, 12(1), 114–116.

https://doi.org/10.34293/education.v12i1.6916

Benitez-Correa, C., Vargas-Saritama, A., Gonzalez-Torres, P., Quinonez-Beltran, A., &

Ochoa-Cueva, C. (2022). Students’ Preferences and Learning Styles in Relation to Reading and
 34

Writing Strategies at Distance Higher Education. International Journal of Learning Teaching

and Educational Research, 21(4), 316–336. https://doi.org/10.26803/ijlter.21.4.18

Bisht, R. (2024a, May 28). What is Stratified Sampling? Definition, Types, and

Examples. https://researcher.life/blog/article/what-is-stratified-sampling-definition-types-

examples/

Bisht, R. (2024b, July 14). What is Stratified Sampling? Definition, Types & Examples |

Researcher.Life. https://researcher.life/blog/article/what-is-stratified-sampling-definition-types-

examples/

Cabual, R. A. (2021). Learning Styles and Preferred Learning Modalities in the New

Normal. OALib, 08(04), 1–14. https://doi.org/10.4236/oalib.1107305

Cherak, S. J., Rosgen, B. K., Geddes, A., Makuk, K., Sudershan, S., Peplinksi, C., &

Kassam, A. (2021). Wellness in medical education: definition and five domains for wellness

among medical learners during the COVID-19 pandemic and beyond. Medical Education

Online, 26(1). https://doi.org/10.1080/10872981.2021.1917488

Cherry, K. (2020, April). Learning Styles Based on Jung’s Theory of Personality.

Verywellmind. https://www.verywellmind.com/jungs-theory-of-personality-learning-styles-

2795160

Cherry, K. (2023a, February). Overview of VARK learning styles. Retrieved September

19, 2024, from https://www.verywellmind.com/vark-learning-styles-2795156

Cherry, K. (2023b, November 3). What Is a Random Sample in Psychology? How

Subsets of Subjects Are Used for Research. Verywellmind.

https://www.verywellmind.com/what-is-a-random-sample-2795803
 35

Cherry,K. (2023c, November 23). How Extroversion in Personality Influences Behavior

Extroversion, or extraversion, is a core personality dimension. Wellmind.

https://www.verywellmind.com/what-is-extroversion-2795994

Christenson, R., & Knezek, G. (2022). Developing an Innovation Attitude Survey for

Middle School Students. Journal of Technology Education, 33(2), 20.

https://doi.org/10.21061/jte.v33i2.a.2

Cherry, K. (2023, November 9). What Is a Random Sample in Psychology? Verywell

Mind. https://www.verywellmind.com/what-is-a-random-sample-2795803

Christine Paulina, C., & Ernawati, E. (2022). How to Develop Learning Styles to

Encourage Gen Zers in Their Academic Performance and Workforce. (Business Economic,

Communication, and Social Sciences), Vol.4 No.2 May 2022: 121-132.

https://doi.org/10.21512/becossjournal.v4i2.8378

Choo, S.Y., & Taha, H. (2023). Embracing gen-z's learning styles with a mobile enthalpy

game application (MEGA) for thermochemical equation. Cakrawala Pendidikan Jurnal Ilmiah

Pendidikan Vol. 42 No. 1, February 2023, pp.64-76

https://journal.uny.ac.id/index.php/cp/issue/view/2422 https://doi.org/10.21831/cp.v42i1.35394

Childs-Kean, L., Edwards, M., & Smith, M. D. (2020). Use of learning style frameworks

in health science education. American Journal of Pharmaceutical Education, 84(7), ajpe7885.

doi:10.5688/ajpe7885

Cimermanová, I. (2018). The Effect of Learning Styles on Academic Achievement in

Different Forms of Teaching. International Journal of Instruction, 11(3), 219–232.

https://doi.org/10.12973/iji.2018.11316a
 36

Cuncic, A. (n.d.). What Is a Neurotic Personality? Characteristics and Causes of a

Neuroticism. Verywellmind. Retrieved March 13, 2023, from

https://www.verywellmind.com/how-neuroticism-affects-your-behavior-4782188

Dhini Setyoningsih, L. (2019). The Correlation of Visual, Auditory, and Kinesthetic

Learning Style on Students’ English Learning Achievement. Language Edu, 8–2.

Demir, B., & Sönmez, G. (2021). Generation Z students’ expectations from English

language instruction. Journal of Language and Linguistic Studies, 17(Special Issue 1), 683-701.

https://eric.ed.gov/?q=Generation+Z+students

%e2%80%99+expectations+from+English+language+instruction&ft=on&id=EJ128521

de-Menendez, M.H., Escobar Díaz, C., & Menendez, R.M, (2020). Educational

experiences with Generation Z. International Journal on Interactive Design and Manufacturing

(IJIDeM) (2020) 14:847–859 https://doi.org/10.1007/s12008-020-00674-9

Eberhardt, D. (2017). Generation Z Goes to College: An Opportunity to Reflect on

Contemporary Traditional College Students. Journal of College and Character, 18(3), 221–223.

https://doi.org/10.1080/2194587x.2017.1338583

Evans, O. G. (2024, January 29). How Neuroticism Affects Your Behavior. Simply

Psychology. https://www.simplypsychology.org/neuroticism.html

Huss, J.A. (2023). Gen Z Students Are Filling Our Online Classrooms: Do Our Teaching

Methods Need a Reboot? A Journal of Scholarly Teaching, v18 p101-112 2023.

https://eric.ed.gov/?q=Exploring+Gen+Z+students&ft=on&id=EJ1407503

Iftode, D. (2019). Genertion Z and Learning Styles. SEA - Practical Application of

Science Volume VII, Issue 21. https://www.researchgate.net/publication/339087356

 37

Gatzka, T., & Hell, B. (2018). Openness and postsecondary academic performance: A meta-

analysis of facet-, aspect-, and dimension-level correlations. Journal of Educational Psychology,

110(3), 355–377. https://doi.org/10.1037/edu0000194

Gordon, S. (2023a, April 17). Agreeableness as a Personality Trait. Verywellmind.

https://www.verywellmind.com/how-agreeableness-affects-your-behavior-4843762

Gordon, S. (2023b, December 14). Conscientiousness: Meaning, Signs, and Effects on

Behavior. Verywellmind. https://www.verywellmind.com/how-conscientiousness-affects-your-

behavior-4843763

Gracová, S. (2019). Report of Pew Research Center About How Teens and Parents

Navigate Screen Time and Device Distractions. Deleted Journal, 2(1), 111–114.

https://paperity.org/p/274911535/report-of-pew-research-center-about-how-teens-and-parents-

navigate-screen-time-and-device

Hart, J. (2019). Modern Workplace Learning: A Resource Book for L&D. Centre for

Learning & Performance Technologies, 2019. https://modernworkplacelearning.com/books-

overview/

Hartman, J. L., & McCambridge, J. (2020). The Impact of Technology on Learning

Styles. Journal of Educational Technology Development and Exchange, 12(1).

Jenna. (2021, November 30). Kinesthetic Learner: Characteristics, Learning Strategies, &

Activities. homeschool blog. https://blog.bjupress.com/blog/2021/11/30/kinesthetic-learner-

characteristics-learning-strategies-activities/

Kayalar, F. and F. (2019). The effects of Auditory Learning Strategy on Learning Skills

of Language Learners (Students’ Views). IOSR Journal of Humanities and Social Science

(IOSR-JHSS), 22(10), 4. https://doi.org/10.9790/0837-2210070410

 38

Khoirunnisa, S., & Iba, K. (2022). Correlation Study Of Visual, Auditorial and

Kinesthetic Learning Styles (VAK) With Mathematics Learning Outcomes For Elementary

School Students. Jurnal Paedagogy, 9(4), 790. https://doi.org/10.33394/jp.v9i4.5495

Lindner, A. M., Stelboum, S., & Hakim, A. (2024). Embracing Generational Labels: An

Analysis of Self-Identification and Political Partisanship. Socius, 10.

https://doi.org/10.1177/23780231241271709

Li, L., Huang, J., & Gao, S. (2022). The Relationship Between Personality Traits and

Entrepreneurial Intention Among College Students: The Mediating Role of Creativity. Frontiers

in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.822206

Lozano-Rodríguez, A., García-Vázquez, F. I., & García-Cué, J. L. (2022). Perspective

Chapter: The Role of Learning Styles in Active Learning. In IntechOpen eBooks.

https://doi.org/10.5772/intechopen.105964

Malacapay, M. C. (2019). Differentiated Instruction in Relation to Pupils’ Learning Style.

International Journal of Instruction, 12(4), 625–638. https://doi.org/10.29333/iji.2019.12440a

Mammadov, S. (2021a). Big Five personality traits and academic performance: A meta‐analysis.

Journal of Personality, 90(2), 222–255. https://doi.org/10.1111/jopy.12663

Mammadov, S. (2021b). Big Five personality traits and academic performance: A meta‐

analysis. Journal of Personality, 90(2), 222–255. https://doi.org/10.1111/jopy.12663

Manzoni, B., Caporarello, L., Cirulli, F., & Magni, F. (2020). The Preferred Learning

Styles of Generation Z: Do They Differ from the Ones of Previous Generations? In Lecture

notes in information systems and organisation (pp. 55–67). https://doi.org/10.1007/978-3-030-

47539-0_5
 39

Mohd Ishak, N., Ranganathan, H., Harikrishnan, K. (2022). Learning Preferences of

Generation Z Undergraduates at the University of Cyberjaya. Journal of Learning for

Development, v9 n2 p331-339. https://eric.ed.gov/?id=EJ1359087

Ngatirin, NR., Zainol, Z. (2020). Learning Styles and Personality Traits of Computer

Science Volume 10, Issue 1. https://www.researchgate.net/publication/339470631

Narbasa, C. D., Minoza, F., Liad, M. M., Maruhom, N., & Caliba, I. (2022). Personality

Traits, Mental Health and Academic Achievement of the BEED Students of St. Peter’s College.

Zenodo (CERN European Organization for Nuclear Research).

https://doi.org/10.5281/zenodo.6894236

Nasiri, Z., Gharekhani, S., & Ghasempour, M. (2016). Relationship between Learning

Style and Academic Status of Babol Dental Students. Electronic Physician, 8(5), 2340–2345.

https://doi.org/10.19082/2340

Nirupama, & D’souza, D. J. (2021). UNDERSTANDING THE PERSONALITY

TRAITS OF GENERATION Z IN THE INDIAN SCENARIO. International Research Journal

of Modernization in Engineering Technology and Science, 03(07).

https://www.irjmets.com/uploadedfiles/paper/volume3/issue_7_july_2021/14949/1628083581.p

df

Nwajiuba, C. A., & Onyeneke, R. U. (2022). Understanding the Z-generation learner for

contemporary teaching in Nigerian universities. Journal of Applied Research in Higher

Education, 15(3), 840–851. https://doi.org/10.1108/jarhe-05-2022-0148

Pramerta, I. G. P. A. (2024a). What Do Gen Z Students Need to Succeed in Reading

Comprehension? Voices of English Language Education Society, 8(2).

https://doi.org/10.29408/veles.v8i2.26908
 40

Pramerta, I. G. P. A. (2024b). What Do Gen Z Students Need to Succeed in Reading

Comprehension? Voices of English Language Education Society, 8(2).

https://doi.org/10.29408/veles.v8i2.26908

Payaprom, S., & Payaprom, Y. (2020). Identifying learning styles of language learners: A

useful step in moving towards the learner-centred approach. Journal of Language and Linguistic

Studies, 16, 59-72.

Raiyn, J. (2016). The Role of Visual Learning in Improving Students’ High-Order

Thinking Skills. Journal of Education and Practice, 7(24), 115–121.

http://files.eric.ed.gov/fulltext/EJ1112894.pdf

Reizer, A., Harel, T., & Ben-Shalom, U. (2023). Helping Others Results in Helping

Yourself: How Well-Being Is Shaped by Agreeableness and Perceived Team Cohesion.

Behavioral Sciences, 13(2), 150. https://doi.org/10.3390/bs13020150

Sayekti, A., Habibah, N., & Rahmawati, S. (2021). Learning Style of Indonesian

Generation Z in Higher Education. EUDL. https://doi.org/10.4108/eai.14-9-2020.2304488

Seemiller, C., Grace, M., Campagnolo, P. D. B., Da Rosa Alves, I. M., & De Borba, G. S.

(2019). How Generation Z College Students Prefer to Learn: A Comparison of U.S. and Brazil

Students. Journal of Educational Research and Practice, 9(1).

https://doi.org/10.5590/jerap.2019.09.1.25

Siddiquei, N. L., & Khalid, R. (n.d.). The relationship between Personality Traits,

Learning Styles and Academic Performance of E-Learners. International Council for Open and

Distance Education, 10(03). https://files.eric.ed.gov/fulltext/EJ1197082.pdf

 41

Siddiquei, N. L., & Khalid, R. (2018). The relationship between Personality Traits,

Learning Styles and Academic Performance of E-Learners. Open Praxis, 10(3), 249.

https://doi.org/10.5944/openpraxis.10.3.870

Soni, M. (n.d.). Visual Learning Styles Explained: Best Examples and Tips.

EducationalCraft. https://educationalcraft.com/articles/43541-visual-learning-styles-explained

Sriprom, C. (2019a). Personality Traits of Thai Gen Z Undergraduates: Challenges in the EFL

Classroom? Deleted Journal, 57(1), 165–190. https://doi.org/10.58837/chula.pasaa.57.1.7

Sriprom, C. (2019b). Personality Traits of Thai Gen Z Undergraduates: Challenges in the

EFL Classroom? Deleted Journal, 57(1), 165–190. https://doi.org/10.58837/chula.pasaa.57.1.7

Starecek, A., Babeľova, Z. G., Koltnerova, K., & Caganova, D. (2022). Personality traits

and motivation of Generation Z students in management study programs in higher education.

International Journal of Innovative Research and Scientific Studies.

https://doi.org/10.53894/ijirss.v6i1.1102

Starecek, A., Babeľova, ZG., Koltnerova, K., Caganova, D. (2023). Personality traits and

motivation of Generation Z students in management study programs in higher education.

International Journal of Innovative Research and Scientific Studies, 6(1) 2023, pages: 89-101.

https://doi.org/10.53894/ijirss.v6i1.1102

Siti Aishah Hanawi et al., (2022). Relationship between Learning Style and Academic

Performance among the Generation Z Students in Kuala Lumpur. International Journal of

Pharmaceutical Research & Allied Sciences, 2022, 11(3):40-48.

https://doi.org/10.51847/bznxqWIsQL
 42

The relationship between Personality Traits, Learning Styles and Academic Performance

of E-Learners. (n.d.). The Relationship Between Personality Traits, Learning Styles and

Academic Performance of E-Learners.

Tobin, R. M., & Graziano, W. G. (2020). Agreeableness. The Wiley Encyclopedia of

Personality and Individual Differences, 105–110. https://doi.org/10.1002/9781118970843.ch19

Tophat.com. (2020). Learning style glossary.

https://tophat.com/glossary/l/learningstyle/#:~:text=A%20learning%20style%20is

%20the,process%2C%20comprehend%20and%20retain%20information.&text=Auditory

%20learners%20prefer%20to%20listen,audiobooks%20rather%20than%20print%20ones

Van Der Gucht, K., Dejonckheere, E., Erbas, Y., Takano, K., Vandemoortele, M., Maex,

E., Raes, F., & Kuppens, P. (2019). An experience sampling study examining the potential

impact of a mindfulness-based intervention on emotion differentiation. Emotion, 19(1), 123–131.

https://doi.org/10.1037/emo0000406

Vázquez, M. H. R., González, F. G. R., & Reyes, J. C. T. (2024). Personality and

leadership style in generation z: A quantitative study in a higher education institution in Mexico.

Intangible Capital, 20(1), 170. https://doi.org/10.3926/ic.2383

What Do Gen Z Students Need to Succeed in Reading Comprehension? (n.d.).

Education, Linguistics.

Cherry, K. (2023) What Is a Random Sample in Psychology? verywellmind.

https://www.verywellmind.com/what-is-a-random-sample-2795803

Williamson, J. M. (2018). Self-Reflection as a Way of Improving Instruction. In Elsevier

eBooks (pp. 133–145). https://doi.org/10.1016/b978-0-08-101881-1.00009-1

 43

Youxi Jiao & Xiulan Yu, (2023). Gain or Loss? The Internet Use among Generation Z

and its Impact on Their Academic Achievement. Best Evidence in Chinese Education 2024;

17(2):1861-1863. https://doi.org/10.153554/bece.24.ar121

Zajacova, B. (2013). Learning Styles: An Overview of Concepts and Research Tools and

Introduction of Our Research Design in Physics Education Field. Elsevier, ISBN 978-80-7378-

252-8MATFYZPRESS.

https://www.mff.cuni.cz/veda/konference/wds/proc/pdf13/WDS13_316_f12_Zajacova.pdf

Survey Questionnaire
 44

Part I. Demographic Profile of Respondents

Directions: Please supply the needed data by putting a check (/) mark or by writing information
to the space provided that correspond to your personal matter.

Name (Optional): ______________________________________________________________

Sex: Male ( ) Female ( ) Age: (in year): _________
Course and Year: _________________
College / Department: _____________

Part II. Personality Traits of Respondent

Directions: The following items describe the personality traits such as openness to experience,
conscientiousness, extraversion, agreeableness and neuroticism. Please respond by putting check
mark (/) in the box. At the right side of the item which you perceived corresponds to each trait
that appropriate to you. Here are the scales:
Scale Description
5 means “Strongly Agree”
4 means “Agree”
3 means “Undecided”
2 means “Disagree”
1 means “Strongly Disagree”

Scale
Item 5 4 3 2 1
 45

Openness to Experience

1. I am imaginative and have a rich inner

life.

2. I am adventurous and seek out new

experiences.

3. I pay attention to detail.

4. I spend a lot of time sitting quietly with

thoughts.

5. When I come across an unfamiliar topic,

I’ll spend some time learning more about
it.

Conscientiousness

1. I often forget to put things back in

their proper place.

2. I know how to get things done.

3. I set high standards for myself and

others

4. I am responsible and dependable.

5. I am organized and like to keep

things tidy.

Extraversion

1. I am talkative and enjoy being

around others.

2. I am outgoing and enjoy being

center of attention.

3. I am sociable and make friends

easily.

4. I am skilled in handling social

situations.

5. I don’t avoid contact with others.

 46

Agreeableness

1. I am considerate and care

about other people’s feelings.

2. I am compassionate and
empathetic towards others.

3. I am cooperative and work

well with others.

4. It brings me joy to hear how

other are doing and what’s
going on in their lives.

5. I find it difficult to say no

when going on in their lives.

Neuroticism

1. I am easily stressed and

worry about things.

2. I am easily upset and

prone to mood swings.

3. I have a low opinion of

myself.

4. I criticize myself harshly

when I make mistake,
even a small one.

5. I can generally keep my

emotions under control.

Part II. Learning Styles of Respondent

Directions: The following items describe the personality traits such as openness to experience,
conscientiousness, extraversion, agreeableness and neuroticism. Please respond by putting check mark
 47

(/) in the box. At the right side of the item which you perceived corresponds to each trait that
appropriate to you. Here are the scales:

Scale Description

5 means “Strongly Agree”

4 means “Agree”

3 means “Undecided”

2 means “Disagree”

1 means “Strongly Disagree”

Scale

Item 5 4 3 2 1

Auditory

1. When the teacher tells me the instructions, I

understand better.

2. When someone tells me how to do

something in class, I learn it better.

3. I remember things I have heard in class

better than things I have read.

4. I learn better in class when the teacher gives

a lecture.

5. I learn better in class when I listen to

someone.

Visual

1. I learn better by reading what the teacher

writes on the chalkboard.

2. When I read instructions, I remember them

better.

3. I understand better when I read instructions.

 48

4. I learn better by reading than by listening to

someone.

5. I learn more by reading textbooks than by

listening to lectures.

Kinesthetic

1. I prefer to learn by doing something in class.

2. When I do things in class, I learn better.

3. I enjoy learning in class by doing

experiments.

4. I understand things better in class when I

participate in role-playing.

5. I learn best in class when I can participate in

related activities.

Reading/writing Skills

1. I review my class notes, handouts, and

assignments before beginning to write.

2. I try to write in a comfortable, quiet place

where I can concentrate.

3. I edit for organization as I am writing.

4. I make my writing assignments fun for

myself.

5. I learn more when I take down notes.

 49

Appendix No. 1 Title Approval Form

NOTRE DAME OF MIDSAYAP COLLEGE

Midsayap, Cotabato

OFFICE OF THE RESEARCH AND DEVELOPMENT CENTER

THESIS TITLE APPROVAL SHEET

Name of Researcher: Mia Marie Oliveros, Sheena O. Jamison Date:______

Cherlyn Mae P. Causing, Lester Dave C. Cantomayor
Nharlow O. Moson

Degree Sought/ Grade Level: BSEd Major/Track: Social Studies

Submitted Topics/Titles:

1. Exploring Personality Traits and Learning Preferences of Gen Z Student in Social

Sciences Courses

2. Exploring the Role of Problem-Based Learning in Enhancing Analytical Skills

Among Social Sciences Students

3. Examining the Impact of Formative Assessment on Student Outcomes Social

Sciences Students

Action taken:

Approved title/Topic No. _________

Remarks/ Correction:

______________________________________________________________________
_________
______________________________________________________________________
__________________________________________________________________.

Signed:

RAFFY VIRTUCIO, MEAL

Research Teacher/Research Instructor