Open AccessRelationship among Emotional Intelligence, Self-Efficacy and Academic Achievement of Secondary School Students in Mathematics in Imo State
Author(s) -
Chinyelu Nwokolo,
I. C. Ahaneku
Publication year - 2021
Publication title -
asian journal of education and social studies
Language(s) - English
Resource type - Journals
ISSN - 2581-6268
DOI - 10.9734/ajess/2021/v23i230551
Subject(s) - pearson product moment correlation coefficient , emotional intelligence , psychology , stratified sampling , data collection , test (biology) , regression analysis , academic achievement , research design , mathematics education , statistics , mathematics , social psychology , paleontology , biology
Aims: The study determined the type of relationship between emotional intelligence and academic achievement of secondary school students, the type of relationship between self-efficacy and academic achievement of secondary school students, the type of joint relationship among emotional intelligence, self-efficacy and academic achievement of secondary school students in Mathematics in Imo state.
Study Design: Correlational Survey research design.
Place and Duration of Study: Secondary school II students in Imo State, Nigeria Sample:
Methodology: The study adopted the correlation survey design. Disproportionate stratified sampling technique was used to select a sample size of 1250 SS II students from a population of 6960 SS II students in government owned secondary schools in Imo state. The instruments adopted for data collection were standardized emotional intelligence inventory (EI) and self-efficacy scale (SES). These instruments were administered using direct delivery approach with the help of regular teachers as research assistants from the sampled schools. Research questions 1 and 2 were analyzed using Pearson Product Moment Correlation Coefficient, while research question 3 was analyzed using multiple regression analysis. The hypotheses postulated was tested at 0.05 level of significance using multiple regression analysis which determined the R, R-squared and adjusted R-squared. The significant value on the coefficient table was used to test hypotheses 1 and 2, while the ANOVA F-ratio, R, R-squared and adjusted R-squared coefficients derived from multiple regression analysis were used to test hypotheses 3.
Results: The findings of the study revealed a moderate positive relationship of 0.643 existing between secondary school students’ emotional intelligence and their academic achievement in Mathematics, Also, a very low positive relationship of 0.310 existing between secondary school students’ self-efficacy and their academic achievement in Mathematics, a moderate positive relationship of 0.451 existing among secondary school students’ emotional intelligence, self-efficacy jointly with their academic achievement in Mathematics. Furthermore, a significant relationship between emotional intelligence and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship between self-efficacy and academic achievement of secondary school students in Mathematics in Imo state. There is a significant relationship existing among secondary school students’ emotional intelligence and self-efficacy jointly with their academic achievement in Mathematics in Imo state.
Conclusion: The conclusion of this study creates an insight on the possible reasons for poor academic achievement in accordance with their personality traits and have provided justification for the expressed concerns.