RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND UNDERGRADUATES PERFORMANCE IN PHYSICS AT FEDERAL UNIVERSITY OF TECHNOLOGY MINNA (original) (raw)

The ability of students to understand, retain and recall physics concepts has been a problem in tertiary institutions, this problem of understanding and retention can be attributed to many factors among all is emotional difficulties caused by academic challenges or social challenges, This study was carried out to investigate the Relationship between Emotional Intelligence and Undergraduates Academic Performance in Physics in Federal University of technology Minna. the total population of the study is about 18,000 students, the sample size was obtained using purposeful sampling technique and Yaro Yamane formula to be 124 students, The Research Design used is the Survey Research Design (Correlational Research Design), a forty item Questionnaire composed of Trait Emotional Intelligence Test and CGPA was Administered to 124 Students, to Test Emotional intelligence and collect Students CGPA, the data's collected was screened for outliers and incomplete data before analysis was done, the Trait emotional Intelligence Test is a standardized test and it was Adopted for this study, Data Collected from the study was analyzed using Pearson Product Moment Correlation, Three Research Questions were answered and Three Hypothesis Tested. Findings from this study revealed that there is a significant relationship between Academic performance and Emotional Intelligence with r calculated (r =0.195, p<0.05), there is significant difference in the strength of relationship between Emotional intelligence and performance of male and female students in Physics with male having r calculated(r =0.26, p<0.05) and Female having r calculated (r =-0.078, p>0.05), There is significant difference in the strength of relationship that exist between Emotional intelligence and performance of physics education students and physics students with Physics Education having r calculated(r =0.31, p>0.05) and Physics having r calculated (r = 0.16, p>0.05). Based on these findings the following recommendations were made: Since Emotional intelligence is an important determinant to Academic performance in Physics, Seminars should be organized for Lecturers and Students to orientate them on the benefit of Emotional Intelligence. Curriculum Planners should integrate Emotional intelligence in tertiary institutions curriculum and The Government Should Encourage the introduction of Emotional intelligence training program in secondary and tertiary institutions.