Social Personality Types as Related to Mathematical Performance of Selected Grade Five Pupils in Santa Cruz District, Division of Laguna: Basis for Proposed Mathematics Intervention Program

This study explored the relationship between social personality types and the mathematical performance of Grade 5 pupils in Santa Cruz District, Laguna. Using a descriptive research design, the study randomly sampled 304 students across 17 schools. The pupils were classified as introverts, extroverts, or ambiverts based on a structured personality questionnaire. Their corresponding first-quarter grades in mathematics were analyzed. Results revealed that ambivert students achieved the highest average grade (87.13), followed by extroverts (86.18) and introverts (85.27). However, statistical analysis using ANOVA showed no significant difference among the groups (F=2.48, p>0.05). The findings indicate that although personality may influence classroom behavior and interaction, it does not significantly impact academic performance in mathematics. Teachers are encouraged to understand students’ personality types to better support learning strategies. The research recommends further studies on personality-based instruction across subjects. It should express complete and concise description of key points of the study; it should also suggest any implications or applications of the research you discuss in the paper.