Algebraic competences and emotional intelligence of first year Bachelor of Science in Mathematics and Science Education students at the Copperbelt University in Zambia (original) (raw)
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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 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.
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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 ...
A Meta-Analysis: Emotional Intelligence and its Effect on Mathematics Achievement
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Until now, many studies have been conducted on the correlation between emotional intelligence and mathematics achievement in Indonesia. However, there are different representations or conclusions regarding the results of the study. Therefore, this study aims to thoroughly investigate the effect of emotional intelligence and mathematics achievement on students in Indonesia and to detect the level of variation between studies using a meta-analysis approach. This study analyzed 36 primary studies with a sample of 2474 published in journals and campus repositories and filtered with certain eligibility criteria. To support the accuracy of the analysis results, JASP software is used. The results of the study found that the combined effect size value generated using the random-effect model estimation was (M = 0.65) with a standard error of (SEM = 0.07). This effect size belongs to the large effect category. Analysis of the study's level of variation was carried out by considering four moderator variables. The results of the analysis of moderator variables found that there were significant differences in the education level group (Qb = 62.94; p<0.05). Meanwhile, there was no difference in the publication type group (Qb = 0.64; p>0.05). and year of publication group (Qb = 4.16; p>0.05). These findings provide a strong theoretical foundation to improve students' mathematical achievement in the future.