ABSTRACT
This study focused on assessment of emotional intelligence and its relationship with students’ achievement in mathematics in Enugu Education zone, Enugu, Nigeria. The main purpose was to find the influence of emotional intelligence on students’ achievement in mathematics, as well as when moderated by gender. Four research questions and three hypotheses were formulated to guide the study. The study adopted a correlational design. The population of the study was 4825 (2813 male and 2012 female) SS2 students from 25 government secondary schools in Enugu Education zone. The sample for the study was 483 SS2 mathematics students comprising of 282 males and 201 females 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 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 subjected to descriptive and inferential statistical analysis using multiple linear regression 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 emotional intelligence and students’ achievement in mathematics. A significant positive relationship also exists between each predictor variable and students’ achievement in mathematics. The results also revealed that gender does not significantly moderate on students’ achievement in mathematics due to emotional intelligence. Fourthly, the results also showed that the regression model for predicting student’s achievement by their emotional intelligence was significant. In the study, stress
management dimension of emotional intelligence with a coefficient of determination (r2)
of 0.66 (66%) best predicted students’ achievement in mathematics. It was concluded that emotional intelligence influences students’ achievement in mathematics, and female students achieved relatively better than male students. Based on the findings of this study, it was recommended that government should organize workshops and seminars for in-service teachers and teacher trainees to enable them understand the concept of emotional intelligence in order to develop their own emotional intelligence and that of their students. Also, planning and teaching of mathematics should encourage gender equality and encourage the use of techniques that cater for the emotional needs of both males and females alike. Finally, teachers should be gender sensitive to encourage both male and female students alike in developing their emotional intelligence in order to
improve their achievement in mathematics.
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CHAPTER ONE
INTRODUCTION
Background of the Study
Education, formal or informal has been a tool for ages by which survival skills and desirable norms have been transferred from one generation to another. Education emancipates man from the ignorance of self and his environment through scientific inquiry.An evidence for a functional education is accounted when learning takes place. Nworgu (2016) noted that learning is measured by the level of achievement of individuals or groups who have been exposed to pedagogical intervention. Nworgu (2015) described achievement as a measure of the extent to which the objectives of instruction as well as goals of education are attained.However, the effectiveness of a pedagogical intervention depends on learners’ interpretation, understanding and emotional concern for the concept taught, especially in mathematics.
Umamehas cited in Tshabalala and Ncube (2013) was of the view that mathematics is bedrock and very key to scientific and technological advancement of any nation. Mathematics is connected to successes and significant achievements in all facets of life. This justifies the emphasis of government and stakeholders on mathematics at all levels of education (Davies & Hersh, 2012), and the commitment of a great deal of resources for enhancing the teaching and learning of mathematics. In Nigeria, mathematics is given a high priority and therefore enjoys favourable educational policies at all educational levels. Since Nigeria’s independence, mathematics is a compulsory core subjectfor all primary and secondary school learners and must be passed at credit level by students seeking admission into any tertiary institution in Nigeria.
It is disheartening to note that with all the interest in mathematics, public examinations result still recorded poor performance in the subjecttime-after-time.Sa’ad and
cribe th amina |
Usman (2014) and Nworgu(2016) des e poor academic performance of students in
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Senior Secondary School Certificate Ex tions (SSCE) in National Examination Council (NECO) and West Africa Senior Secondary Certificate Examination (WASSCE) respectively. Nworgu (2016) summarized the percentage score of students who passed mathematics in the National Examination Council (NECO)May/June senior secondary certificate examination within the last decade.In 2005, only 27.29% of students had a credit in mathematics, though an improvement characterized the result for 2006, 2007 and 2008 yet a sharp decline to 27.16% in 2009 which continued through 2010 and 2011. There was another improvement in the result in 2012, 2013 and 2014 but a brief decline in 2015.Sad still, the West Africa Examination Council (WAEC) results over the years has not been redeemed. Sa’ad and Usman (2014) reported that in 2010, over 76% of candidates who sat for WAEC May/June examinations as well as over 70% of candidates who sat for WAEC Nov/Dec failed to meet the minimum entry requirement into tertiary institutions. In 2014
WASSCE May/June results recorded a mass failure in mathematics. Eguridu, head of National Office (WAEC) while announcing the results said a total of 529,425 candidates; representing 31.28% obtained credits in mathematics indicating a marginal decline in the performance of students when compared to 38.81% recorded in 2012 and 36.57% in 2013. However, WAECHead of Nigeria National OfficeAdenipekun at the release of May/June
2016 results described the 53% credit recorded as a stepping stone for improvement. Ojimba, (2012) believes that this poor performance in mathematics is the major reason for decline in scientific and technological development in the country. Agwagah as cited in Ugwuanyi (2009) believes that though the indispensability of mathematics in the development of our society has been acknowledged, the output of its teaching and learning is still not
encouraging. Unimpressively, efforts to alleviate this lingeringproblem of poor academic performance is still a mirage.
Nworgu (2016) assert that the persistently poor academic achievement of students in mathematics cannot but be an evidence of pedagogical failure.Literature have proposed a number of reasons for this eminent problem of poor performance in mathematics among Senior Secondary School students. Sa’ad, Adamu and Sadiq (2014) suggests that the problem of poor performance in mathematics is attributed to the school, student, teacher as well as the government itself. Although a large number of studies have been made on government policies, teacher, school, infrastructure and other pedagogical related issues as the causes of the poor academic achievement witnessed over the years, only a few researchers have studied issues relating to the learner directly (Zakariya & Bamidele, 2015). The learner is often positioned as an active receptor of knowledge, and deemed incapable of a willful thought, lacking creative ability, emotion and control over his own learning. Therefore, materials are loaded on the learner’s mind which the learner may be incapable of digesting. Learners colloquialize and often times the quest to pass the prescribed examinations leads to examination malpractice which at the end puts candidates in the struggle for showcasing academic achievement because the learnernot only lacks understanding and mastery of basic mathematical conceptsbut also lacks crucial emotional competencies. Dardello (2007) have shown that cognitive ability alone is insufficient to determine an individual’s success. McKee (2013) holds a similar believe,it is unwise of us to relegate decision making to only one aspect of our mind(i.e. our logical minds).Al-Shayeb (2010) opine that success is no more a solitary function of one’s intelligence (IQ). Goleman and Senge (2014) believe that intelligence and emotional behaviour constitute indicators of academic success. To this regards, Perera (2015) consider affective constructs of emotion as a panacea for poor academic achievement in schools if intelligently harnessed.
However, Mahadi (2011) record that until the 20th century whenresearchers began to investigate and recognize other non-cognitive (soft skill) aspects of intelligence, traditional intelligence(IQ) was the only known form of intelligence. The academic literature now discusses practical intelligence, emotional intelligence, social intelligence (Albrecht, 2006; Goleman, 2006, Bar-On, 2006), ecological intelligence (Goleman, 2009), and spiritual intelligence (Zohar & Marshall, 2001) as various softer form of intelligence. Wechsler cited in Bar-On (2006) described the influence of non-cognitive factorson intelligent behaviors, and argued that our models of intelligence would not be complete until they are adequately integrated.In a similar thought, McKee (2013) believes that intuition is a complex process that brings knowledge, experience, cognition and emotion together to help us understand new problems. Vahedi and Nikdel (2011) upheld that Darwin already describedevolution of emotional expressions in human species as a mechanism for preparing the organism to respond adaptively to environmental cues and communicate important social information. LeDox (2006) earlier affirmed that emotion can help us gather, filter and use data to make decisions. LeDox showed that when the brain’s hemispheres have been surgically separated to interrupt the flow of emotional impulses, people have trouble making even the simplest decisions, such as what color of cloth to wear.
Mayer and Salovey (2004) described emotions as organized responses, crossing the boundaries of many psychological systems, including the physiological, cognitive, motivational and experimental systems. Emotions typically arise in response to an event, either internal or external, that has a positively or negatively valenced meaning for the individual. Emotion is distinguished from the closely related concept of mood in that emotions are generally shorter and more intense.Contrast to emotions is rationality which refers to the characteristics of conformity with reason, adherence to qualities of thought such as intelligibility, coherence, consistency, order, logical structure, completeness, testability,
and simplicity (Australian Theological Forum, 2006). However, Humphrey, Curran, Morris, Farrell and Woods (2007) described a fusion of emotion and reason. Ben-Ze’ev (2000) opined that emotion enables reason to function sincethe control of the main neurochemical that facilitate cognition, dopamine, is predominantly under the auspices of the emotional system of the brain, the limbic system. LeDox (2006) believes that in this, nature defines intelligence in terms of emotion. Bar-On (2006) noted that researchers explore various ways to describe, define and assess emotional intelligence which makes its incorporation in education more effective for learning.
Emotional Intelligence (EI) is the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions. Bar-On, (2013) described emotional intelligence as a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands and pressures. The term Emotional Quotient (EQ) denotes the extent to which these competencies abound in the individual.Broadly speaking, emotional intelligence as the ability to identify, understand, manage and use emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict in order to achieve one’s desired goals effectively.Emotional intelligence can be conceived either as a skill (Mayer & Salovey, 1993) or a trait (Goleman, 1995).However, Joseph and Newman (2010) suggested that in whatever form, conceptualization and measurement of emotional intelligence can be applied to a mixed model definition of emotional intelligence such as the one proposed by Bar-On (1997; 2000, 2006), and operationalized through the emotional quotient inventory (EQ-i), which was more recently modified to EQ-i2.0 by Multi-Health Systems (2011). Five dimensions of emotional
intelligence identified by Bar-On include self-perception, self-expression, interpersonal skills, stress management and decision making.
Self-perception describes students’ sensory interpretation of self. Multi-Health Systems (2011) describe self-perception under three indicators: self-regard, self-actualization and emotional self-awareness. Self-regard is a student’s concern and esteem for self; the tendency of respecting oneself, understanding and accepting one’s strengths and weaknesses. Self-actualization is the willingness to persistently try to improve oneself and engage in the pursuit of personally relevant and meaningful objectives that lead to a rich and enjoyable life. Emotional self-awareness encapsulates recognizing and understanding the student’s own emotion, the cause of these emotions as well as the impact of these emotions on the thoughts and actions of oneself and others. Self-perception is indeed a very crucial determinant of academic achievement since it provides the student with an assurance that a task can be attempted and perfectly completed (Drago, 2004).
Self-expression describes a student’s inclination to openly communicate and proclaim perception, observation and feeling irrespective of what third parties think (Agrawal & Teotia, 2015).Multi-Health Systems (2011) described self-perception under three indices; emotional expression, assertiveness and independence. Emotional expression describes a student’s tendency to openly express feelings verbally and, or non-verbally. Assertiveness involves communicating feelings, beliefs and thoughts openly and defending personal rights and values in a socially acceptable, non-offensive and non-destructive manner. Independence denote a student’s discretion and ability to be self-directed and free from emotional dependency on others for decision making, planning, motivation and task completion. Self- expression is very key in displaying one’s academic talent and worth. Agrawal and Teotia (2015) maintain that academic performance is anchored to a large extent on how well a
student can express self either verbally (or written) or nonverbally in a manner that will maximize scores.
Bar-On (2013) identified interpersonal skills in a student by interpersonal relationship, empathy and social responsibility. Interpersonal relationship refers to the skill of developing and maintaining mutually satisfying relationships both in school and at home, that are characterized by trust and compassion. Empathy is the student’s characteristic of recognizing, understanding and appreciating other people’s feeling. The student understands and articulates another’s perspective and behaves in a way that respect others’ feelings. Tsai and Liu (2015) opine that students show social responsibility when such willingly contribute to society, social groups and generally to the welfare of others. Feitosa, Del Prette and Del Prette (2012) opine that acting responsibly, having social consciousness and showing concern for a greater community summarizes social responsibility. Team spirit is the hallmark of interpersonal skills. The ability to learn in group and contribute meaningfully to the academic
success of group members. Tsai and Liu (2015) opine that quality of interpersonal
interactions for learning among adolescents ultimately improves their academic achievement.
Decision making according to Multi-Health systems (2011) is a thought process of selecting a logical choice from available options. Decision making is indicated by: problem solving, reality testing and impulse control. Problem solving is the ability to understand emotions and to find solutions to problems when emotions are involved. In reality testing, a student possesses the capacity to remain objective by seeing things as they really are. It constitutes the ability to recognize when emotions can introduce personal bias causing one to lose touch with objectivity. Impulse control denotes the ability of a student to delay or resist impulses, drives and temptations to act in a particular way to avoid rash behaviours and make better decisions. Mati, Gatumu and Chandi (2016) opine that students’ decision making produces motivation, a sense of ownership and therefore a higher inclination to abide by the
set rules, personal drive to meet the individual and collective goals, and an overall higher academic performance. Haney-Caron (2014) opine that decision making facilitates mental maturity which correlates positively with higher academic achievement. Tanglang and Ibrahim (2015) observed that decision making positively influence students’ academic achievement.
Azila-Gbettor,Atatsi, Danku, and Soglo (2015) describestress as an unavoidable part of the normal fabrics of human existence that puts an individual under pressure irrespective of age, occupation, social status, race, cultural background. Intense pressure and stress have however been found to impair students’ academic achievement (Owoyele, 2009). Stress management is an appraisal of techniques to diffuse the negative consequences of stress by means of psychotherapies. Multi-Health Systems (2011) identified flexibility, stress tolerance and optimismas indicators of stress management. Flexibility is the ability of a student to adapt emotions, thoughts and behaviours to unfamiliar, unpredictable and dynamic ideas, conditions and circumstances. Stress tolerance involves coping with difficult circumstances that ordinarily may be stressful and believing that one can manage or influence situations in a positive manner. Optimism involves a student’s ability to remain hopeful and resilient despite occasional setbacks or poor academic performance. It is an indicator of one’s positive attitude and outlook on life (Goleman, 2013). Veena and Shastri (2016) posit that stress management skills in students helps to shield off the problems associated with failed attempts and other difficulties encountered in learning. Owoyele (2009) showed that strong positive relationship exists between stress management skills and academic achievement.
In operational terms, Kapp (2002) describes emotional intelligence as that part of the human mind which motivates one to perform, energizes to demonstrate behaviours such as intentionality, persistence, creativity, impulse control, social deftness, compassion, intuition and integrity. Emotion when properly managed, plays a key role in rational decision making.
Nworgu (2016) opinethat the current demand of the Nigerian society requires additional skills in the area of emotional awareness, decision making, social interaction, and conflict resolution to enable children go on to successful adult lives. Vela (2003); Cherniss (2004,
2010); Preeti (2013) all discussed the importance of emotional intelligence as been necessary for improving academic performance, health and psychological well-being at school. The emotional development of students is a necessary factor for consideration, not only when behaviour becomes problematic and disruptive, often resulting to under-achievement, school violence, bullying, cultism, radicalism, drug abuse, lack of motivation, psycho-educational problems and other school vices. Putting some check on emotions and developing emotional skills may prevent problematic behaviours and consequent poor academic achievement. Elias and Weissberg (2000) affirmed that when children are not aware of their feelings, they find it difficult to make reasoned decisions, control impulsive actions, or say what they really mean.In view of this demand, Oyinloye (2005); Preeti (2013) both attributed the problem of poor academic achievement to low level of emotional intelligence among secondary school students. They believe that students who lack emotional intelligence suffer some maladaptive challenges or in some ways fail to effectively handle the demands of school work, also incapable of attaining personal goals which include high academic achievement. Goleman (2006) surmised that intelligence account for only 20% of the total success, while emotional and social intelligences share 80% of academic success.
Students low on emotional intelligence find failure more difficult to deal with, which undermines their academic motivation (Drago, 2004). Ultimately, being emotionally intelligent means to effectively manage personal, social and environmental change by realistically and flexibly coping with the immediate situation, solving problems and making decisions. According to Bar-On (2006), to do this, we need to manage emotions so that they work for us and not against us, and we need to be sufficiently optimistic, positive and self-
motivated.Emotionally intelligent people are more likely to succeed in everything they undertake. They are able to recognize emotions of self and others, manage them and defuse work stress and engage people in a way to attract them. Emotional intelligence curriculum in schools can affect academic achievement positively not only during the year they are taught, but during the years that follow as well (Svetlana, 2007). Emotional intelligence in our schools may just be a panacea for improving students’ mathematicsachievement. Goleman (2013) claimed that emotional intelligence is more powerful than IQ. In fact, Goleman claimed that 67% of abilities deemed essential for effective performance are emotional (soft) competencies. The good is that research shows that unlike traditional intelligence (IQ), emotional intelligence (EQ) can be taught and improved.
Nnamani and Oyibe (2016) describe gender as a psychological experience of being a male or female,a phenomenon that is brought about as societies ascribe different roles, duties, behaviours, and mannerisms to the two sexes. Gender is differentiated from sex, which is merely the distinction between male and female based on biological characteristics, gender encompasses other personality attributes as roles, orientation and identity based on individual’s conceptualization of self. The concern for differences in academic achievement due to gender has generated heated debate over the years with considerable interest in educational measurement (Madu, 2012). This controversy has remained in all fields of human endeavor. Onekutu (2002) has shown that boys and girls in the early ages perform equally in all subjects. However, the issue of gender and students’ academic achievement has remained a controversial one. While some propose that, males perform better than females in academics, others argue that, the reverse is the case. Harbour-Peters (2002) believe that boys outperform girls in Mathematics. Sweeney (2003) noted still that female students are lower in mathematics ability, as males were superior to females on problem solving. Conflicting in views, Agwagah (2004) believe that female students perform significantly better than their
male counterparts in mathematics. Powell (2004) held a similar opinion that girls do better at all levels than boys in achievement not only in arithmetic where boys seemed to excel, girls seem to have better grades.Meanwhile, other research findings have argued that there is no gender disparity in mathematics achievement (Olangunju, 2001; Umameh, 2011). Schutte, Malouff and Thorsteinsson, (2013) have shown that emotional intelligence varies with gender. Similarly, literatures believe emotional intelligence assessed as a trait is higher for women (Goldenberg, Matheson, & Mantler, 2006; Van Rooy, Viswesvaran& Pluta, 2005). However, Perera, (2015) noted that females have been shown to be more emotional than males. The present study will seek the extent of variation in student’s academic achievement in mathematics due to their emotional intelligence with gender as moderating variable.
Statement of the Problem
With the increasing demands of the Nigerian society for development in all facets of the economy, especially technical and scientific developments to drive the much sought-after non-oil sectors, emotional intelligence becomes an invaluable skill with mathematics at the fulcrum of development. The persistent fall in students’ achievement in mathematics in Nigeria has been a major source of concern to stakeholders and policy makers in the education sector. A lot of measures taken over the years to cob the ugly trend has not yielded the desired results.Targeting solely at teacher and infrastructural improvement without watching out for measures to improve the learners’ kinetics for effective learning appears to be an error of pedagogy.Poor academic achievement in mathematics limits students’ potentials for career advancement inthe increasingly competitive global world we live.Poor performance in mathematicsfrustrates students and their parents, its effects are equally grave on the society in terms of manpower dearth in all spheres of the economy and polity.Sound curriculum contents structured with due regards to the emotional development of students provides students with the required mind frame to regulate, control and use their own
learning for the purpose of healing and accommodating the pain of one poor performance and not allowing it deter further learning. The exigency of mathematics for the country’s developmental needs therefore necessitates the operation of emotional intelligence as an effort to interrupt the ugly trend of poor academic achievement in Mathematics.
Education in Nigeria seldom accord regards to the emotional needs of the learners though emotional intelligence have been thought to be an important variable capable of improving learners’ kinetics and enhancing students’ achievement in mathematics. Many educationists, teachers and students in Nigeria have little or no idea of emotional intelligence and how it relates to achievement in mathematics. This is evident in the poor literature backing on the subject matter in Nigeria. Of utmost importance, therefore, this study assesses emotional intelligence and its relationship with students’ achievement in mathematics in the Nigerian context. Against this backdrop, this study will assess emotional intelligence and its relationship with students’ achievement in mathematics.
Purpose of the Study
The purpose of the study is to access students’ emotional intelligence and its relationship with their achievement in mathematics. Specifically, the study will determine the:
i. amount of variation in students’ achievement in mathematics that can be attributed to each dimension of emotional intelligence (self-perception, self-expression, interpersonal skills, stress management and decision making).
ii. amount of variation in students’ achievement in mathematics that can be accounted for by all the dimensions of students’ emotional intelligence(self-perception, self- expression, interpersonal skills, stress management and decision making, altogether).
iii. amount of variation in the prediction of students’ achievement in mathematics by their emotional intelligence that is moderated by gender.
iv. regression model that can be used in predicting students’ academic achievement in mathematics based on their emotional intelligence.
Significance of the Study
The significance of the study is discussed under two perspectives; theoreticaland practical significance.Theoretically, the result of this study willenhance the teaching and learning of mathematics by strengtheningLeDoux theory of emotion and Bar-On’s theory of emotional intelligence, which when applied will facilitate the realization of the nation’s educational needs. The result of this studywill impact on LeDoux theory of emotion which exposed how supportive emotion serves cognition, and the usefulness of emotional information in teaching and learning. LeDoux calls to mind the need for intelligence in the indulgence of emotion, in order to allow the learner recognize and manage emotions to avoid its disruptive tendencies. The result of this studywill also strengthened Bar-On’s theory of emotional intelligence. Bar-On’s theory of emotional intelligence enlightens the influence of non-cognitive factorson intelligent behaviors. Bar-On’s theory of emotional intelligence emphasizes a cross-section of interrelated emotional and social competencies, skills and facilitators that determine how effectively we understand and express ourselves, understand others and relate with them, and cope with daily demands and pressures. Players in the education sector will grow insight on dimensions of emotional intelligence that best improve learning.
Practically,students, teachers, parents, government and the entire nation of Nigeria will benefit from the findings of this study. Students’ achievement in mathematics will be enhanced by the result of this study. The study will determine the dimensions of emotional intelligence which most effectively improve students’ achievement in mathematics, therefore students no longer have to study in frustration or stress. They will kindly know the right dimension of emotional intelligence they need to engage to improve their performance in
mathematics, while maintaining good health. The findings of this study will help students to consciously perceive, identify, understand and manage their own emotions as well as those of others, so that emotions work in their advantage, for effective learning mathematics.
Teachers will benefit from the findings of this studyby predicting more accurately the performance of students according to components of individual learner’s emotional intelligence. This will guide teachers in planning lessons to make up for individual learner’s emotional deficiencies, improve teacher-student relationship and inform the most effective and less stressful instructional delivery approach which will make teaching more effective and fun in order to help students improve performance in mathematics. The findings of this study will also inform teachers on emotional requirements of gender categories of students, their strong and week areas in order to improve mathematics achievement in various gender groups.
Parents and government in their interest to help learners improve their performance in mathematics will consider the dimensions of emotional intelligence which improves mathematics achievement when they invest in education. The huge investment will now yield fulfilling results which will in the long run sort out the country’s developmental and manpower needs, and a great future for Nigeria.
Scope of the Study
This study will be delimited to the relationship between emotional intelligence and academic achievement of senior secondary school students (SS II only) in mathematics, in Enugu Education Zone. The content scope include the five aspects of emotional intelligence which areself-perception, self-expression,interpersonal skills, stress management and decision making.
Research Questions
The following research questions were posed to guide the study.
1. What is the amount of variation in students’ achievement in mathematics that can be attributed to each dimension of emotional intelligence?
2. What is the amount of variation in students’ academic achievement in mathematics that can be accounted for by all the dimensions of their emotional intelligence?
3. What amount of variation in the prediction of students’ academic achievement in mathematics by their emotional intelligence is moderated by gender?
4. What is the regression model that can be used in predicting students’ achievement in mathematics based on their emotional intelligence?
Hypotheses
The following null hypotheses were formulated to guide the study. They will be tested at 0.05 level of significance.
Ho1:The regression coefficient associated with the predictor variables (students’ self- perception, self-expression, interpersonal skills, decision making and stress management) in predicting students’ achievement in mathematics is not significant.
Ho2:Gender does not significantly moderate the prediction of students’ achievement in mathematics by emotional intelligence.
Ho3:The regression model for predicting students’ achievement in mathematics by their emotional intelligence is not significant.
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