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EMOTIONAL INTELLIGENCE AS CORRELATE OF ACADEMIC ACHIEVEMENT OF STUDENTS IN MATHEMATICS IN PUBLIC SECONDARY SCHOOLS IN IMO STATE
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
Abstract:
This research study investigates the relationship between emotional intelligence and academic achievement in mathematics among students in public secondary schools in Imo State. Emotional intelligence refers to an individual’s ability to recognize, understand, and manage their own emotions, as well as understand and respond to the emotions of others. Academic achievement, particularly in mathematics, is a crucial indicator of a student’s overall educational success.
The study employs a quantitative research design, utilizing a sample of secondary school students in Imo State. The participants’ emotional intelligence is measured using a standardized instrument, while their academic achievement in mathematics is evaluated based on their performance in school examinations and assessments. Additionally, demographic information such as gender, age, and socioeconomic status are collected to control for potential confounding variables.
The data collected is analyzed using statistical techniques, including correlation analysis and regression analysis, to determine the relationship between emotional intelligence and academic achievement in mathematics. The findings of this study will provide valuable insights into the role of emotional intelligence in students’ academic success, particularly in the context of mathematics education.
The anticipated results will contribute to the existing body of knowledge on emotional intelligence and its impact on academic achievement. If a positive correlation is found between emotional intelligence and mathematical performance, it would suggest that interventions aimed at developing students’ emotional intelligence could potentially enhance their academic achievement in mathematics. This information would be of great importance to educators, policymakers, and other stakeholders involved in the design and implementation of educational programs.
Ultimately, this research study aims to highlight the significance of emotional intelligence in the academic development of students, specifically in the domain of mathematics. The findings will provide evidence-based recommendations for educational institutions to integrate emotional intelligence training into the curriculum, fostering the holistic growth of students and improving their academic outcomes in mathematics.
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