Big Five Personality Traits as Predictors of Academic Performance in ICT-Integrated Flipped Classrooms Using Social Network Sites

Abstract

This study investigated the predictive role of Big Five Personality Traits on academic performance in ICT-integrated flipped classrooms using Social Networking Sites (SNSs). The objectives were to examine the relationship between personality traits and academic performance, explore the impact of SNS usage on learning outcomes, and determine the influence of personality traits on SNS engagement. A quantitative correlational research design was employed with a sample of 340 secondary-level students aged 13–17 years, selected through convenience sampling. Data were collected using self-developed questionnaires measuring Big Five Personality Traits (BFPTs) and Usage of SNSs (USNSs). The instruments were validated by experts and demonstrated acceptable reliability (Cronbach’s Alpha > 0.80). Data analysis using correlation revealed a moderate positive relationship between personality traits and academic performance (r = .612, p < .01), a significant positive correlation between SNS usage and academic performance (r = .547, p < .01), and a moderate positive association between personality traits and SNS engagement (r = .489, p < .01). The findings indicate that students’ personality traits significantly influence both their learning outcomes and their engagement with SNS-based learning tools, while effective SNS usage enhances academic performance in flipped classroom settings. The study concludes that integrating personality-informed strategies and SNS tools in ICT-supported flipped classrooms can improve student engagement and achievement. Recommendations include the adoption of personalized instructional approaches, structured SNS-based learning activities, and teacher training on leveraging ICT tools to accommodate individual differences in personality and learning styles.