Personality pattern among high achievers based on the Myers Briggs Type Indicator (MBTI)

Abstract

Personality is the overall behavior characteristics unique to each individual. Different individuals have their own different personalities. In education, information about the personalities of learners plays a significant role in the teaching and learning process. Nowadays, how learners interpret knowledge differs greatly from what used to be perceived by the teachers. Also how the teachers deliver the knowledge may not match the expectations of the learners. As a result, teachers' instructional methods became inefficient and learners failed to learn. The dramatic change in learners should be balanced by an equal change in teachers' instruction especially among high achievers. This paper examines the personality pattern of high achievers, the relationship between genders and achievement with respect to their personalities. The respondents comprised 214 students from Maktab Rendah Sains Mara (MRSM) Bitara and some fUlly boarding schools (Sekolah Berasrama Penuh (SBP) in Kelantan. The Myers Briggs Type Indicator (MBTI) was modified and validated according to the research needs. The results showed that. 116 students (54.2%) were of the EN type (Extrovert-Intuition), 43 students (20.1%) were ES (Extrovert-Sensing), 31 or (14.5%) IN (Introvert-Intuitive) and 24 students (11.2%) of the IS (Introvert-Sensing). The data also showed that among the male EN>IN>ES>/S whilst for the female students EN>ES>IN>/S. This data differs from the personality pattern obtained for the normal students. Thus, the personality trait of learners should be identified and appropriate steps taken to ensure that there are no mismatch between instruction of teachers and personalities of learners.