Personality, cognitive interference and academic performance among Arua primary teachers college students

Abstract

The study examined the relationship between personality, cognitive interference and academic performance among Arua primary teachers’ college students. The objectives of the study were; to find the relationship between personality and Cognitive interference; to establish the relationship between cognitive interference and academic performance; to assess the relationship between personality and academic performance; and to find the moderation effect of cognitive interference on the relationship between personality and academic performance among Arua Primary Teachers College students. The study was Quantitative in nature and guided by the correlational research design. I used survey method and collected data from 150 second year students using a closed ended self-administered Questionnaire. The respondents were identified using census sampling and the data collected was analyzed using statistical package of social scientists’ version 20. Basing on the analysis multiple findings were obtained among them include: no significant relationships between personality and performance, agreeableness does not necessarily influence academic performance and destructiveness negatively affects academic performance to mention but few. Basing on the findings, from data I recommend that all teacher training colleges should set up initiative to support the development of right personality for academic performance, incorporate personality development. The study further recommends the development of an open communication environment where teachers openly share experiences about their academic challenges.