ASSESSMENT OF EMOTIONAL INTELLIGENCE AND ITS RELATIONSHIP WITH STUDENTS' ACHIEVEMENT IN MATHEMATICS (original) (raw)
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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...
International Journal of Engineering & Technology, 2018
The purpose of this study is to determine the relationship between emotional intelligence and the algebraic problem solving ability of secondary school students. 100 respondents were used as the sample for the survey at two secondary school in Sokoto state, Nigeria. The targeted respondents are senior secondary two (SSII) students in Sokoto state, Nigeria. Findings of the study showed that there is a moderate relationship between emotional intelligence of the students and their algebraic problem solving ability. Furthermore, it was discovered that male students have a low relationship in their emotional intelligence and their algebraic problem solving ability compared to the female students whose emotional intelligence and algebraic problem solving ability was found to be moderate.
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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...
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In spite of the place of mathematics in the Nigerian education system, the performance of students in both external and internal examinations is on the downward trend. Research on factors affecting students’ achievement in mathematics has often neglected the impact of psychological variables, such as emotional intelligence, self-esteem, and self-efficacy. This study, therefore, was designed to study how emotional intelligence, self-esteem and the self-efficacy of students predict their academic achievement in mathematics. The correlational survey research design was employed with a population of 2,937 senior secondary 2 students and a sample of 400 students sampled from 16 secondary schools in the Nnewi Education zone of Anambra State. Emotional intelligence, Self-esteem, Self-efficacy Questionnaires, and Students' Academic Achievement Score Form (SAASF) were used to collect data through the direct delivery method. Data were analyzed using simple linear regression analysis. The ...
International Journal of Social Science And Human Research, 2022
The study examined emotional intelligence as correlate of academic performance among junior secondary school students in Katsina metropolis. A sample of 384 students was drawn from a population of (8757) junior secondary schools students in the metropolis. Two instruments were used in obtaining the data for the study; an adopted version of Emotional Intelligence Questionnaire (EIQ) designed by Kolo (2006) and JSS II results in English and Mathematics which was used to measure academic performance of students. Three hypotheses were tested and results obtained showed that emotional intelligence was related to academic performance for both males and females junior secondary school students in Katsina metropolis. Based on these findings therefore, it is recommended that effort should be made towards training in the development and sustenance of positive motivation. Conclusively, it is pertinent to emphasize on developing self-awareness among learners so as to produce learners who are emotionally stable, capable of controlling their moods, resilient to stress, rational in their thinking, flexible in their approach, confident in themselves, and with positive attitude towards themselves and their abilities.
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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 persistent low academic achievement of fresh university students has created problems among university administrators over the years. These have forced educators to look at other areas of students' achievement that are non-traditional. This study determined the effect of emotional intelligence skills on the academic achievement of first year university students in Olabisi Onabanjo University, Ago-Iwoye. From a population of 5,506 first year students admitted, a sample of 100 participants was randomly assigned to emotional intelligence learning system and control groups by simple random sampling technique. Students' Academic Achievement Test was used for data collection. Hypotheses were tested using analysis of covariance and t-test at .05 level of significance. The results of the study showed that there is significant differential effect of emotional intelligence treatment on the academic achievement of first year students. It was also revealed that effect of emotional intelligence treatment on the academic achievement of participants is not significantly influenced by gender and ethnicity. These findings suggest that excellent performance in academic is the key targets and goals for each student regardless of ethnic background and gender disparities. Thus, there is the need for curriculum experts to develop an affective instructional curriculum that incorporates emotional intelligence learning with the objective of enhancing academic achievement and personal success of students.