IMPACT OF EMOTIONAL INTELLIGENCE TRAINING IN ENHANCING EMPATHY AND PEER RELATIONSHIP AMONG SECONDARY SCHOOL STUDENTS IN DELTA STATE

Abstract

This study investigated the impact of emotional intelligence (EI) training on enhancing empathy and peer relationship quality among secondary school students in Delta State, Nigeria. The study determined the ef ect of EI counselling on students’ empathy levels, examined its influence on peer relationship quality, compare empathy levels between trained and untrained students, and assessed the correlation between empathy and peer relationships. A quasi-experimental pretest– posttest control group design was adopted. 120 students were selected from six public secondary schools across the three senatorial districts of Delta State using multistage sampling. Participants were grouped into experimental and control groups. Standardized instruments - the Schutte Self- Report Emotional Intelligence Test (α = 0.87), Toronto Empathy Questionnaire (α = 0.81), and Peer Relationship Inventory (α = 0.85) were used to collect data. The experimental group received a structured 6-week EI counselling programme, while the control group received no intervention. Paired sample t-tests showed significant improvements in empathy (t = -7.82, p < <0.001) and peer relationship scores (t = -6.49, p < 0.001) in the experimental group. An independent t-test revealed a significant post-intervention dif erence in empathy between the experimental and control groups (t = 4.95, p < 0.001). Pearson’s correlation indicated a strong positive relationship between empathy and peer relationships (r = 0.726, p < 0.001). It was concluded that EI counselling significantly enhances students' interpersonal skills. The study recommended integrating emotional intelligence modules into school counselling programmes to foster empathy, improve peer relationships, and reduce student conflict in Nigerian secondary schools.