Effects of Emotional Intelligence Skills Acquisition on Students’ Achievement in Senior Secondary School Geometry in Keffi Education Zone, Nasarawa State, Nigeria
Keywords:
Emotional Intelligence Skills, Achievement, GeometryAbstract
The purpose of this research was to determine the extent to which the acquisition of Emotional Intelligence Skills could influence students’ achievement in Geometry. To guide the study four research questions and four hypotheses were generated. The design for the study was the Quasi- experimental design (non-equivalent pre-test, post- test, control group design. The Instruments used for the study were the Geometry Achievement Test (GAT) and the Emotional Intelligence Inventory (EII).The Geometry Achievement Test has reliability coefficient of 0.85 while the Emotional Intelligence Inventory has a reliability of 0.69. The population of the study was the Senior Secondary Two (SS2)  students in public schools in Keffi Education Zone of Nasarawa State, Nigeria. There were 7,185 SS2 students in the Education Zone. Multi-Stage cluster sampling technique was used to select a sample of 132 students for the study. The responses of the students to the two instruments were scored and analysed using mean, standard deviation and the Analysis of Covariance (ANCOVA). The results of the data analysis indicated that: there was a significant difference in the mean emotional intelligence scores of students in the experimental group and control group in favour of the students in the experimental group who were exposed to emotional intelligence skills; there was a significant difference in the mean achievement scores in Geometry between students in the experimental group and those in the control group in favour of the students in the experimental group exposed to emotional intelligence skills; But the results showed that there was no significant difference in the mean achievement scores in Geometry between male and female students exposed to emotional intelligence skills; and there was no significant interaction effect of emotional intelligence and gender on the mean achievement scores of students in Geometry. The study concluded that: emotional intelligence of students in schools can be improved upon through exposing them to the emotional intelligence skills; acquisition of emotional intelligence skills by students could lead to the improvement of their achievement  scores in Geometry; It was recommended among others that students should be exposed to the acquisition of emotional intelligence skills in schools in order to improve their achievement scores in Geometry.
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