INFLUENCE OF EMOTIONAL INTELLIGENCE, SCHOOL TYPE AND LOCATION ON ACADEMIC ACHIEVEMENT OF IN-SCHOOL ADOLESCENTS IN NSUKKA ENUGU STATE, NIGERIA

TABLE OF CONTENTS
Contents
Title Page
Approval Page
Certification
Dedication
Acknowledgment
Table of Contents
List of Tables
Abstract

CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Scope of the Study
Research Questions
Hypotheses

CHAPTER TWO: REVIEW OF LITERATURE
Conceptual Framework
In-school Adolescent
Emotional Intelligence
Academic Achievement
School Type
Location of School
Theoretical Framework
Goleman’s Model of Emotional Intelligence
Ability Based Model of emotional intelligence (Mayer and Salovery, 1997)
Atkinson’s Achievement Theory of Need Explanation
Albert Bandura theory of Social Learning (1977)
Review of Empirical Studies
Studies on Emotional Intelligence & Academic Achievement
Studies on influence of school type on academic achievement
Studies on influence of location on students emotional intelligence
Summary of Review of Literature

CHAPTER THREE: RESEARCH METHOD
Design of the Study
Area of the Study
Population of the Study
Sample and Sampling Technique
Instruments for Data Collection
Validation of the Instrument
Reliability of the Instrument
Method of Data Collection
Method of Data Analysis

CHAPTER FOUR: RESULTS

CHAPTER FIVE: DISCUSSION, CONCLUSION AND SUMMARY
Discussion of the Findings
Conclusion
Educational Implications
Recommendations
Limitations of the Study
Suggestions for Further Studies
Summary of the Study
REFERENCES


ABSTRACT
The study sought to determine the influence of emotional intelligence, school type and school location on achievement in Mathematics and English language of senior secondary school adolescents in Nsukka Education Zone. Five research questions and five hypotheses guided the study. The study adopted ex-post facto research design. The study was conducted in Nsukka Education Zone, which is located in Enugu North Senatorial Zone of Enugu state. The target population of the study comprised of all the 4,738 adolescents in senior secondary two (SSII) in Nsukka Education Zone, Enugu State, Nigeria. A sample of 474 students, 237 males and 237 females obtained through non-proportionate stratified random sampling technique from eight schools in Nsukka educational zone was used for the study. A questionnaire was used to collect data on the students’ emotional intelligence while a proforma was used to collect students’ past scores in Mathematics and English. Data collected were analysed using means simple and multiple linear regression analysis, and t-test of independent samples. The findings of the study revealed that emotional intelligence affect students’ achievement in mathematics and English Language. School type and location also influence the achievement of students in mathematics and English Language. One major implication of the findings is that emotional intelligence and school type could predict 16.3 percent and 16.8 percent of variations in students achievement in mathematics and English Language respectively. Emotional intelligence and school location could predict 12.80 percent and 10.70 percent of variation in students achievement in mathematics and English Language respectively. Emotional intelligence of students which hitherto has not been taking seriously in school is an important variable in students achievement and more importantly when considered along with school type and location. It was recommended among others that there should be emotional intelligence training for teachers and school administrators to ensure a better emotional intelligence grooming of the students....


CHAPTER ONE
INTRODUCTION
Background of the Study
Adolescence is referred to as a stage between childhood and adulthood. It denotes the period from the beginning of puberty to maturity. It usually starts at about age 14 in males and age 12 in females. In school adolescents refers to the adolescents in schools and they are often noticed in secondary schools. It is a period associated with “stress and storm”. It is often physical, psychological, social and cultural expressions of emotions. It is noticed that at this adolescent stage, their emotions are high and may lead to so many changes in their academic achievement (Goleman, 1995). Goleman further stated that adolescence are known to be full of life and capable of carrying so many activities socially, psychological, historically, biologically and otherwise. Adolescence can also be defined as the physical transition marked by the onset of puberty and the termination of physical growth; cognitively, as changes in the ability to think abstractly and multi-dimensionally; or socially, as a period of preparation for adult roles (Schneider, 1999).

For the purpose of this study, adolescence refers to as a transitional stage of growth marked by changes in physical, physiological, psychological and emotional development of students. Interestingly, developmental psychologists focus on changes in relations to parents and peers as a function of school structure and pubertal status. This school structure in adolescence stage of development directly or indirectly sprout future adolescence behaviour or rather form his personality while in school.

Therefore, in-school adolescence connotes a typical school adolescent. A thorough understanding of in-school adolescence in society depends on information from various perspectives, including psychology, biology, history, sociology, education, and anthropology...

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Item Type: Postgraduate Material  |  Attribute: 82 pages  |  Chapters: 1-5
Format: MS Word  |  Price: N3,000  |  Delivery: Within 30Mins.
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