Study the relationship between emotional intelligence and Academic achievement of school students (original) (raw)
Related papers
Emotional Intelligence: It's Relationship to Mathematics Achievement of Senior High School
2019
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...
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.
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.
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...
Emotional Intelligence Relationship with Academic Achievement
International journal of health sciences
This study is about the investigation of Form One Islamic High School students emotional intelligence at Hulu Terengganu district in Malaysia. 364 Form One students was selected from 4 Islamic high school in the district to answer the questionaires. The data of frequency, percentage, mean and standard deviation was run and analyzed using Statistical Package for Social Science (SPSS version 20.0). Research outcome showed that the students’ emotional intelligence level is in the medium range, which interpersonal skill is the most dominant domain among the students. Its shows have a relationship between the emotional intelligence and the students’ academic achievement through the Pearson correlation analysis. But the relationship is not significant.
The relationship between emotional intelligence with student's mathematics representation ability
Technium Social Sciences Journal
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...
Effect of Emotional Intelligence on Students’ Academic Performance in Pakistan
Journal of Arts & Social Sciences
The aim of the quantitative correlational study was to investigate the association between students’ academic performance and emotional intelligence. In this study, 700 10th graders from 20 high schools in the district of Lahore were randomly selected. By administering the Bar-On (2002) “Emotional Quotient Inventory Short form,” students’ emotional intelligence was assessed, whereas their academic achievement was determined by their results on the ninth-grade final examinations. Techniques for inferential statistical data analysis were used, including Pearson r, the independent sample t-test, and linear regression.According to the study's findings, academic achievement and emotional intelligence are favorably associated. Academic achievement and emotional intelligence mean scores varied across male and female professors. The outcomes also showed that, at the secondary level, learners’ academic performance was significantly impacted by their emotional intelligence. The findings o...
The present descriptive correlational study investigates the relationship between Emotional Intelligence and Academic Achievement among Iranian students who are studying in Mysore, India. BarOn Emotional Intelligence test was administered to 200 undergraduate and postgraduate students who were selected through purposive sampling technique. Pearson's Product Moment correlation was applied to measure correlation between the first semester GPA (grade point average) as Academic Achievement criterion and emotional intelligence. The result of the study revealed that there is a significant relationship between some components of Emotional Intelligence and Academic Achievement.Abstract. The present descriptive correlational study investigates the relationship between Emotional Intelligence and Academic Achievement among Iranian students who are studying in Mysore, India. Bar-On Emotional Intelligence test was administered to 200 undergraduate and postgraduate students who were selected through purposive sampling technique. Pearson’s Product Moment correlation was applied to measure correlation between the first semester GPA (grade point average) as Academic Achievement criterion and emotional intelligence. The result of the study revealed that there is a significant relationship between some components of Emotional Intelligence and Academic Achievement. Keywords: Emotional Intelligence, Academic Achievement, Iranian student, Teachers, Educators
International Journal For Multidisciplinary Research, 2024
The present study intended to assess the relationship between the emotional intelligence and academic achievement of higher secondary school students of Sonepur district of Odisha. The objectives of the present study were to find out the level of emotional intelligence and academic achievement as well as the significant relation between the emotional intelligence and academic achievement. This study was quantitative in nature and descriptive survey method was used. The sample comprised of 100 students, out of them 50 was boys and 50 were girls. The stratified-random sampling method has been adopted. Emotional intelligence scale by Anukool Hyde, Sanjyoth and Upinder Dhar(2002) was used by the investigator for collection of the data. Marks secured in last examination by the students was collected and considered as academic achievement score. Mean, SD, t-test and Pearson product moment correlation method was used as statistical techniques. It is found that significant difference exists in emotional intelligence between boys and girls. There exists significant positive relation between the emotional intelligence and academic achievement of higher secondary students.
Relationship between Emotional Intelligence and Educational Achievement
Procedia - Social and Behavioral Sciences, 2012
Problem Statement: Achievement encompasses student ability and performance, it as the quality and quantity of a student's work, is multidimensional and strongly related to human cognitive, emotional, social, and physical development. In the beginning, psychologists focused on cognitive constructs but, researchers recognized that there are other non-cognitive aspects of intelligence such as emotional intelligence. In this study we want to see whether there is a relationship between emotional intelligence and academic achievement or not? Purpose of Study: The research purpose is to look into the relationship between emotional intelligence and academic achievement. we want to know whether we should incorporate emotional intelligence in school programs. Research Methods: In a correlation study, a sample of 100 individuals was selected using the opportunity or convenience sampling among the students of Islamic Azad University, Tehran South branch and were tested with emotional intelligence questionnaires (Bradberry & Greaves, 2003). Findings: Results indicated that there's no significant association between emotional intelligence and the students' end-of-the-term and diploma degrees. Conclusions: In our research no significant relation was found between emotional intelligence (self-awareness, self-management, social awareness and relationship management) and academic achievement. Moreover, the strong relationship between diploma and university degrees was observed that indicates that academic success is significantly correlated to IQ and can be a reliable predictor of educational achievement. Our findings here do not prove any significant association between emotional intelligence and diploma and university degree and we conclude that it can't be a reliable predictor of educational achievement.