The Impact of Emotional Intelligence on Academic Achievement of Senior Secondary School Students in Lagos, Nigeria
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Scholarlink Research Institute Journal
The study investigated the impact of emotional intelligence on academic achievement of senior secondary school students in Lagos, Nigeria. The purpose of the study was to examine the relationship between emotional intelligence and academic achievement among senior secondary school students. A sample of 156 participants randomly selected from three senior secondary schools was used. The schools were randomly assigned to the two treatment conditions (emotional intelligence training techniques) and control group. Questionnaire and achievement test were employed to generate data for the study. Two research hypotheses were formulated to guide the study. The hypotheses were tested using descriptive statistical method, analysis of covariance (ANCOVA) and Pearson product moment correlation coefficient statistics. The study revealed that there is a positive relationship between emotional intelligence skills and academic achievement such that developing emotional intelligence skills of a student will lead to the enhancement of his/her academic achievement. Thus, there is the need to inculcate the development of emotional intelligence skills into the school curriculum. This is considered important because of its impact in improving the academic achievement of students. The findings of this study may assist stakeholders in the education sector in developing a better understanding of the effects of emotional intelligence on the academic achievement of senior secondary school students.
Emotional intelligence , Academic achievement , Iinterpersonal skills , Leadership , Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Nwadinigwe, I.P. Azuka-Obieke, U. (2012). The Impact of Emotional Intelligence on Academic Achievement of Senior Secondary School Students in Lagos, Nigeria. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3(4): 395-401.