INFLUENCE OF EMOTIONAL INTELLIGENCE, SCHOOL TYPE AND LOCATION ON ACADEMIC ACHIEVEMENT OF IN-SCHOOL ADOLESCENTS
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INFLUENCE OF
EMOTIONAL INTELLIGENCE, SCHOOL TYPE AND LOCATION ON ACADEMIC ACHIEVEMENT OF
IN-SCHOOL ADOLESCENTS
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.
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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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2
2
In-school
adolescence is a period of multiple transitions involving education, training,
employment
and unemployment, as well as transitions from one living circumstance to
another
(Betz, 2002).
Within all
of these perspectives, in-school adolescent is viewed as relating to school
activities
and that of the adolescent on the course of development, through a transitional
period of
cognitive development between childhood and adulthood, whose cultural purpose
is
the
preparation of children for adult roles while in school. This preparation is so
because, it is
in the
school that adolescents acquire basic tenets of cognitive and/or intellectual
development.
Cognitive advances encompass both increases in knowledge and the ability to
think
abstractly and to reason more effectively. According to Piaget, (1986) the
ability of the
adolescent
to solve complex problems is a function of accumulated learning and education.
Hence, an
in-school adolescent is a typical adolescent who is in school; be it college or
high
school,
poised to acquire learning experiences necessary to transit into adulthood
(Schneider,
1999). For
the purpose of this study, an in-school adolescent could be referred to as
students
in secondary
schools. Such persons have emotional challenges that may influence their
academic
achievement in Mathematics and English language. Of which, English and
Mathematics
is a necessary prerequisite for students transition into higher education.
Among all
academic subjects studied at school, Mathematics and English language
have
distinctly contributed to the objectives of general education of man such as:
3Rs-
Reading,
Writing and Arithmetic (Aderinonye, 2003). The importance of Mathematics and
English
Language cannot be over emphasized in Nigeria education system. Students are
required to
pass them at credit level to be qualified to gain admission into the
university. This
is because
English and Mathematics is a yardstick for measuring students’ achievement in
terms of
transition into higher educational system.
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