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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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 1  

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

1

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.


This material content is developed to serve as a GUIDE for students to conduct academic research



ASSESSMENT OF EMOTIONAL INTELLIGENCE AND ITS RELATIONSHIPWITH STUDENTS’ ACHIEVEMENT IN MATHEMATICS

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