Relationship Between Emotional Intelligence and Academic Performance Among Senior Secondary School Students
CHAPTER ONE
OBJECTIVES OF THE STUDY:
The researcher intends to explore the following objectives. to:
- Determine the emotional level of students through Bar On EQi YV
- Find out social level of students through Bar on EQiYV
- Compare the EQ of private and public school students and their relationship to academic
- Compare the level of Emotional Intelligence in male and female students with their relationship to academic
- Determine relationship between Emotional Intelligence and academic.
CHAPTER TWO
REVIEW LITERATURE
INTRODUCTION OF EMOTIONAL INTELLIGENCE
Emotional Intelligence deals with factors related to how humans use their emotions in their daily lives. The construct of Emotional Intelligence is more complicated than general human interaction. Many researchers like Mayer & Salovery (1990), Bar- On (1996) and others spent great time and effort in understanding and explaining the Emotional Intelligence and its relationship to other facets of life.
Social interaction requires verbal and non-verbal cues which are passed between individuals. Information about an individual’s thoughts, feelings and emotions are communicated through these cues (Brackett,Rivers,Shiffman, Lerner &Slavovey, 2006). Emotional Intelligence involves the utilization of this perception of emotions to accomplish day to day tasks effectively (Salovey& Mayer,1990).
Emotionally intelligent individuals experience success in important areas in their lives such as work and their relationships. Overall, emotionally intelligent individual seems to be healthier, happier, and emotionally more stable than those who have low Emotional Intelligence (Schutte, Malouff, Simunek, Kenley & Hollander, 2002).
Emotional Intelligence is still the topic of interest in the area of education. People having average level of intelligence lead successful lives, whereas individuals with high level of intelligence struggle with the demands of life (Goldernburg, Matheson &Mantler, 2006).
Educators always suspected that emotions had a cardinal role in imparting knowledge and learning. Greenberg and Snell,(1997)stated “In teaching learning process emotions are very important. It drives attention, which drives learning and memory” (p.103).
Mayer &Slaovey (1997) found that since Emotional Intelligence is a result of social competence programs and curriculum, it can improve a student’s success, emotional achievement and social competence in schools. Acknowledging the importance of Emotional Intelligence, resources and staff development programmes should be developed for teachers to improve emotional achievement and social competence of students, which would lead to academic success.
The ability to manage emotional information reasonably and intelligently is a skill necessary to lead a successful and productive life (Lopes et al., 2004). According to Goleman, 1995, when Emotional Intelligence is used appropriately it may predict upto 80% of life success.
Previous researches proved that construct of emotional intelligence, has been identified as important factor in predicting academic success (Salovey&Sluyter, 1997: Doty, 2001).
THEORETICAL FRAMEWORK
Theories of IQ and evolution of Emotional Intelligence are as following;
Theories of Intelligence: A Historical Perspective
Theories of Intelligence: From a historical point of view theorists are pessimistic about conventional concept of intelligence, reason being no proper concept elaboration (Gardner, 1983/1993; Sternberg, 1988).
Gardner (1993) favors multiple ideas of intelligence that further covers some added characteristics. On the other hand, a number of ideologists related to psychological school of thought still stick to conventional two-factor models. In view of this trend, a number of researchers are working on intelligence theories and are trying to define it in such a manner that stresses on ability which is contradictory to traditional personality traits. This effort to make it an ability, is to get acknowledgement and an acceptance from the research community (Mayer et al, 2000).
CHAPTER THREE
RESEARCH METHODOLOGY
This chapter is about the research methodology. It consists of nature of research, population and sample of the study, data collection instruments, data analysis, validity and reliability and ethical consideration.
RESEARCH DESIGN
The study aimed at finding the relationship of Emotional Intelligence with the academic achievement. For this purpose, the study used Quantitative Research involved quantitative data. According to (King, Koehane & Verba, 1994.pp 3-4) Quantitative Research uses numbers and statistical methods. It is based on numerical measurement of specific aspects of phenomenon. The purpose of this type of research is to abstract from particular instances, seek generalizable results or to test causal hypothesis (Glesne&Peshkin, 1992, p.6)
POPULATION OF THE STUDY:
The population of the study was all student’s male and female, both from secondary and higher secondary schools of South West, Nigeria. Ages of the sample ranges from 13-18 years. According to Bureau of Statistics KP, there were 201598 students enrolled in secondary and higher schools in South West in 2014. Out of which 103083 male students and 71,515 female students enrolled both in public and private sector.
CHAPTER FOUR
DATA ANALYSIS AND INTERPRETATION
Students were divided in two groups on the basis of their academic achievement. Student with high marks above 65% were given high (Group) and students with low marks below 65% were given low (Group).
Independent sample t-test was computed on the groups to test the significance difference between the means of academic performance of the students falling in high and low categories, other emotional traits, gender and public private schools.
Pearson Product Correlation co-efficient was computed to test the correlation among the different variables. SPSS (version 17.0) is used to compute all the statistics.
CHAPTER FIVE
FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter deals with the findings, discussion, conclusion and recommendations of the study.
FINDINGS OF THE STUDY:
Major findings of the study are listed below:
- Significant relationship was found between academic achievement and Emotional Intelligence with the p-value = 0.01. The mean difference of the Students who secured high academic scores was found high. i.e. 58.57 as compared to the mean of the students who secured low academic scores i.e. 93.
- No significant relationship was revealed between academic achievement and interpersonal P-value 0.30 signifies no relationship between them. However, the mean difference between high and low academic scores group showed that the mean of high academic score group was higher (3.32) than the mean of low academic score group (3.28) but that was not statistically significant.
- Significant relationship was found between intrapersonal skills and academic achievement with the p-value 0.03. The mean difference of high academic score group was 56 and that of low academic score group was 2.43.
- Result showed no significant relationship between academic achievement and stress management i.e. p-value 0.47. However, the mean difference of high academic scores groups was slightly higher with 74 as compared to the mean of low academic score group with 2.70.
- Result showed significant relationship between academic achievement and adaptability with the p-value = 0.04. The mean of high academic score group was 08 and the mean of low academic score group was 2.97.
- P-value is 02 between general mood and academic achievement. Result showed significance relationship between these two variables. The mean of high academic score group was higher (44.72) case compared to the mean of low academic score group (43.22).
CONCLUSIONS:
This section deals with the main conclusions of the study. Keeping in view the objectives, hypothesis, research questions and the main findings of the study, the following conclusions were drawn by the researcher:
Major Hypothesis:
There is no relationship between Emotional Intelligence and academic success. The major hypothesis was to determine the relationship between Emotional Intelligence and academic achievement. To examine this hypothesis, the following research question was formulated “Does Emotional Intelligence helps students in their academic success”?
Result of the present study concludes that there is a significant relationship between Emotional Intelligence and academic achievement. It is concluded that Null hypothesis is rejected.
Minor Hypothesis:
First minor hypothesis was that Emotional Intelligence components (interpersonal, intrapersonal, stress management, adaptability and general mood) has no relationship with academic success.
Following research question “can factors like intrapersonal, interpersonal traits, stress management adaptability and general mood helps in achieving academic success?”, guided the study to identify that apart from interpersonal and stress management skills rest of the other variables are important components of Emotional Intelligence and they contributed to academic success. It is concluded that null hypothesis is rejected. The second minor hypothesis of the study was that there is no difference between emotional intelligence of male and female students. The research question “does gender has any effect on Emotional Intelligence of the students” guided the study that there is no relationship between male and female students and no significant difference found between these two gender. It is concluded that Null hypothesis is accepted.
The study was conducted on adolescent male and female students of secondary and higher school students. Study revealed that gender does not affect the Emotional Intelligence of the students. Gender does not play any role in Emotional Intelligence and it has no impact on increased decrease of Emotional Intelligence. Present study leads to acceptance of null hypothesis.
The third minor hypothesis was there was no difference between Emotional Intelligence and private and public school students. Following research question was formulated to guide this hypothesis. “Is there any difference in Emotional Intelligence between private and public school students”? No significant difference was found between public and private school students on Emotional Intelligence. This study leads to acceptance of null hypothesis will regard to Emotional Intelligence and public, private schools.
RECOMMENDATIONS:
Based on the finding and result of this study, the following recommendations and suggestions were formulated:
- Programmes related to learning and practicing emotional development should be inculcated in the school curriculum.
- School should include instructional practices such as cooperative and students centered learning that would contributes to the development of emotional
- School curriculum should include activities to develop social and emotional skills among the students.
- Teacher should equip the students with social emotional skills through following ways thus creating emotional climate in the classroom (Jansen & Coetzac, 2007):
- Respect of one another
- Empathy towards other
- Ensuring their psychological safety through clarity of procedures, learner involvement, justices and fairness.
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