Student Personality Traits

2.1 Student 's Traits

Students participation in learning activities in the classroom is very important. This study shows that the students traits in the classroom can affect performance in higher education.

2.1.1 Overview and Definition

According to Indonesian Dictionary (2008) Students are studying in college, either at university, college or academy., Definition of students are studying in college. After completing school education, some students there who are unemployed, looking for work or continue their education at the college. They are listed as a student in college can be called as a student (Takwin, 2008). Siswoyo (2007: 121) explained that students can be defined as individuals who are studying college level, both public and private

Students differ in their personal values, they receive and process information differently, their personality trait is different and hence, also is their understanding. It is often argued that a blend of personality characteristics is necessary for people to be successful in their career. Educators, researchers, and psychologists have been constantly searching for parsimonious set of variables that predicts patterns of students behaviors and their relationship to academic achievement. Personality has been recognized as a determining factor on how people learn (Lawrence, 1997; Myer et al, 1998). College students tend to prefer learning environments consistent with their own personality type preference. Many scholars have accepted five-factor model of personality as a replicable and unifying taxonomy of personality (Digman, 1990; Chowdhury, M. 2006; Goldberg, 1992; Witt et al, 2002) and have found personality traits to be significantly related to successful job and school performance, both logically and statistically (Hogan. J and Hogan. R, 1989; Day & Silverman, 1989). However, there is a lack of adequate research addressing the role of personality as a predictor of achievement. The purpose of this study is to examine the impact of personality type on the academic performance of students in higher education.

Comparisons of faculty and student viewpoints reveal that lectures of lower participation classes have much more positive perceptions of their classes than do their

The importance of students active involvement in learning is by now well documented and known (Fritschner, 2000; Howard & Henney, 1998; Howard, James & Taylor, 2002; Nunn, 1996). Active involvement in class facilitates critical thinking (Garside, 1996) and facilitates the retention of information that might otherwise be lost (Bransford, 1979). Although most instructors acknowledge the value of active participation in the college classroom, achieving success in eliciting it appear more difficult. Professors talk almost 80% of the time (Fischer & Grant,1983; Smith, 1983). Only about 10 in 40 students participate in discussions, and typically, just 5 of these dominate the discussion (Karp & Yoels, 1976). Karp and Yoels (1976) refer to this overriding pattern of participation in the classroom as the “consolidation of