Analysis of the Relationship Between the Personality of the Lecturer and the Learner and its Impact on Learning Achievement

This research presents the pairs of personality traits between lecturer and learners that influence learning achievement at the educational level, as well as personality pairs that lead to high and low achievement among learners. In this study, personality data were collected from students in the Faculty of Management Science who were enrolled in six courses, along with the results of their three years of study. The total number of students was 1,795, and lecturers taught that group of learners, numbering 168 people. For pairwise analysis, correlation rules analysis was employed to examine the personality traits that tend to coexist between lecturer and learners, resulting in high grades, as well as the personality pairs that lead to low grades. The personality theory utilized in this research is The Big Five (OCEAN). The analysis of personality pairs resulting in high academic achievement reveals that instructors with a tendency towards Openness to Experience personality traits interact with learners who also exhibit Openness to Experience personality traits. The Confidence value for this relationship is 0.471, and the Lift value is 1.223. Learners who share these personality traits can foster synergistic relationships which promote curiosity, critical thinking, and an appreciation for deep and practical learning. This alignment can contribute to elevated academic achievement and a lasting positive impact on the cognitive development of learners. The personality pairs that led to low achievement were the pairs of lecturers' personality trait of Agreeableness and learners' personality trait of Neuroticism, with a Confidence value of 0.125 and a Lift value of 2.713. Index Terms-Personality, Academic Achievement, The Big Five, Association Rule