An analysis of the relationship between emotional intelligence and algebraic problem solving ability of secondary school students in Sokoto State, Nigeria (original) (raw)
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Jurnal Gantang, 2023
This study aims to describe the problem-solving skills that students learn from emotional intelligence. This type of research is descriptive and qualitative. The instruments used are questionnaires, tests, and interviews. The questionnaire instrument was used to measure students' emotional intelligence. The test instrument was used to measure problem-solving skills, and interviews were conducted to learn more about problem-solving skills. The subjects of this study were 5 of 15 students from class VIII who were taken as a sample and then given an ability test and analysis based on Krulik and Rudnick's problem-solving steps. Subjects with high emotional intelligence can understand the context of the problem and represent the problem with pictures. Students can link between information, use appropriate strategies or steps, and relevant answers and conclusions. The subject with medium emotional intelligence is rewriting information on the problem using mathematical models and their language. Subjects can relate information, but not all students' answers are correct. Subjects with low emotional intelligence do not make representations or use clear problem-solving strategies. Subjects cannot relate information, so they do wrong calculations and only guess the answer.
Emotional Intelligence and Achievement of Students in Mathematics: A Case Study
International Journal of Science and Research (IJSR), 2019
Emotional intelligence is a cross-section of integrated emotional, social capabilities and skills that regulate how successfully people recognize and express their emotions, recognize others feelings and relate with them, and handle daily stresses or pressures, effectively. In this study of survey research, the relationship between emotional intelligence, as measured by Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and mathematics achievement were examined in a sample of secondary school students, numbering 312. The study was conducted in Jalingo Education Zone of Taraba State, Nigeria. Four specified domains of emotional intelligence domains namely: self-awareness, self-management, social-awareness and relationship management separately as well as totally was found to correlate with achievement in mathematics of the selected respondents. The study evidently showed that emotional intelligence and its four domains have weak correlations with academic achievement and account for less than 1% of students' achievement in mathematics. The study concludes that that there is a close connection between emotional intelligence and academic achievement, even though the correlation is not significant.The study recommends that attentions need to be directed to the development of the affective domain of the students, as a way of finding solutions to the poor academic achievement of students in mathematics.
ASSESSMENT OF EMOTIONAL INTELLIGENCE AND ITS RELATIONSHIP WITH STUDENTS' ACHIEVEMENT IN MATHEMATICS
International Journal of Mathematics and Statistics Studies, 2020
In Nigeria, the continuous fall in students’ achievement in mathematics has been a major source of concern to policy makers and stakeholders in the nation’s education sector. A lot of measures taken over the years to reduce this trend have not produced the desired results. Some measures taken targeted solely on teachers’, and infrastructural improvement, without taking into consideration the measures to improve the learners’ characteristics for effective learning. Hence, the focus of this study was on the assessment of emotional intelligence and its relationship with students’ achievement in mathematics in Enugu Education zone, Enugu, Nigeria. The research questions and hypotheses used as guide to the study were three and two respectively.. The study adopted a correlation design. The population of the study comprised 4825 Senior Secondary School two (SS2) students in 25 government secondary schools in Enugu Education zone. The study had a sample of 483 SS2 mathematics students from six senior secondary schools in the study area. Multistage sampling consisting of simple random and stratified sampling techniques were used for selection of the schools and the subjects for the study. Youth version of emotional quotient inventory (EQ-i2.0) and a mathematics achievement test (MAT) were used for data collection. Data were analyzed using multiple linear regressions to answer the research questions, and test null hypotheses at 0.05 level of significance. The results revealed that there was a significant positive correlation between the components of emotional intelligence and students’ achievement in mathematics and the components, singly and jointly, contributed significantly to the variation in students’ achievement in mathematics.
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This study examined the relationship between algebraic competences and emotional intelligence of first year Bachelor of Science in mathematics and science education students at Copperbelt University in Zambia. All (143) first year Bachelor of Science in mathematics and science education students, in 2016, were purposively selected for the study. The study was motivated by evidence that students generally do not perform well in their first year university mathematics examinations despite the students having very good university entry grades in secondary school mathematics. This poor academic performance may be due to many factors. However, this study identified and focused on emotional intelligence as one such factor. Emotional intelligence is defined as the ability to identify, assess and manage the emotions of one’s self, of others and of groups. It is argued that emotional intelligence represents an ability to reason with emotions and to use emotions to facilitate thought. On the ...
The relationship between emotional intelligence with student's mathematics representation ability
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This study aims to determine the relationship between students' emotional intelligence and students' mathematical representation abilities. The population in the study were all eighth grade students of SMP Negeri 1 Sukoharjo, Sukoharjo sub-district, Pringsewu Regency for the 2020/2021 academic year which were distributed in nine classes. The research sample was selected by purposive sampling technique and 32 students were selected for class VIII-A. The design used is a correlational research design. The research data is in the form of quantitative data in the form of students' emotional intelligence scores obtained through filling out questionnaires on students' emotional intelligence and students' mathematical representation ability scores obtained through circle material test activities. The data analysis technique in this study uses the Pearson product moment correlation test. The conclusion of this study is that there is a significant relationship between stu...
Emotional Intelligence: It's Relationship to Mathematics Achievement of Senior High School
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The main purpose of this study was to determine the relationship between emotional intelligence and Mathematics achievement of the senior high school students of Don Mariano Marcos National High School. Respondents were Grade 11 students with a total number of one hundred sixteen (116) students. This study applied descriptive correlational design. The Bar-On Emotional Quotient Inventory: Short (BarOn EQ-i: S) was used to determine emotional intelligence of the respondents and Mathematics achievement was measured by their third quarter grade in Statistics and Probability. The study revealed that the emotional intelligence of the respondents was average, which indicates that they have an adequate emotional and social capacity. Furthermore, their emotional intelligence varies when grouped according to Strand. On the other hand, negligible difference was observed when they were grouped in terms of their socio-economic status, age and sex. There exist a weak relationship between emotiona...
Emotional Intelligence Quotient and Mathematics Performance of Students in a State College
International Journal of Science and Management Studies (IJSMS)
The descriptive-correlational research design was employed to determine the relationship between emotional intelligence quotient and the mathematics performance of first year students. The respondents of the study were the randomly selected first year students during the second semester of the academic year 2021- 2022at the Iloilo State College of Fisheries. The data-gathering instruments were Emotional Intelligence Quotient Questionnaire for emotional intelligence quotient, and Mathematics Performance Test for their performance in Mathematics. Data gathered were analyzed using mean, standard deviation, and Pearson’s r. The .05 alpha level was used as the criterion for the acceptance or rejection of the null hypotheses. Results revealed that first year students have average level of emotional intelligence. Students were high in handling relationships, self-regulation and self-motivation and average in empathy, and self-awareness. Generally, they had average performance in Mathematic...
Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019), 2020
This study aims to determine the differences in each learning model of emotional intelligence and the ability to solve mathematical problems of students as well as in the interaction between the two. This research is quasi-experimental research. The population of this study was all eighth-grade students of the State Junior High School in Karanganyar Regency in the academic year 2018/2019. The sample consists of eighth-grade students of State Junior High School 1 Matesih, 1 Jumantono and 3 Tasikmadu which are taken by stratified cluster random sampling. The instrument used to collect data is a test of mathematical problem-solving abilities and student emotional intelligence questionnaires. The technique of data analysis using MANOVA cell is not the same. The results showed that: (1) TGT model provide problem solving abilities better than TAI model on the material side room flat. (2) The TGT model provides students with emotional intelligence that is better than the TAI model in the material of building flat side spaces. (3) In each learning model, mathematical problem solving abilities of students with high emotional intelligence are better than students with moderate and low emotional intelligence, and students with moderate emotional intelligence are better than students with low intelligence. The results of research on eighth grade students with the TGT and TAI models are that students tend to be better at problem solving skills than students who are taught with the direct model. from the results of this study, it is expected that the TGT model is used to teach material to build flat side spaces in eighth grade students.
Study the relationship between emotional intelligence and Academic achievement of school students
2015
The objective of this study is to examine the relationship between emotional intelligence and Mathematic success of students. This research is descriptive with the use of correlation . The sample volume is 304 people, according to the Cochran formula. The samples were chosen by stratified random sampling among the third grade female high school students and their teachers in Bandar Abbas. Tools of this study are Bar-On emotional intelligence test and Mathematics grade in the second semester of 2014-2015 academic years. Mathematic score was used as the students’ academic success index in Mathematics. The survey’s information was analyzed in two levels of descriptive and inferential statistics via SPSS software. The results of the research showed that there is a meaningful and straight relationship between students’ emotional intelligence and mathematic success. Also, there is a meaningful and straight relationship between teachers’ emotional intelligence and students’ mathematic succ...