EMOTIONAL INTELLIGENCE AND MATHEMATICS PERFORMANCE AMONG LOW-ACHIEVERS IN SECONDARY SCHOOLS IN IMO STATE

Abstract

This study examined the relationship between emotional intelligence and Mathematics performance among low-achieving students in secondary schools in Imo State. The study

adopted a correlational research design to determine the extent to which emotional intelligence relates to Mathematics performance among low-achieving students.

Two research questions guided the study. The population of the study comprised 15,000 low-achieving secondary school students in Imo State, while a sample size of 300 students was selected using a multi-stage sampling technique. Data were collected using a 10 item structured questionnaire titled Emotional Intelligence Questionnaire for Mathematics Low-Achievers (EIQ-MLA) and students’

Mathematics performance scores obtained from school academic records. The instrument was validated by three experts and a reliability coefficient of 0.70 was obtained using Cronbach’s Alpha method. Data collected were analysed using mean and standard deviation to answerresearch question one and Pearson’s Product Moment Correlation (PPMC) was used to establish the relationship between the EI and academic performance. The findings revealed that emotional intelligence has a high positive and significant relationship with Mathematics performance among low-achieving students in secondary schools in Imo State (r = 0.61, p <0.05). The study concluded that emotional intelligence is an important non-cognitive factor influencing Mathematics performance among low-achieving students. The study recommended

that teachers, counsellors, and education authorities should integrate emotional intelligence development into teaching and counselling programmes to improve Mathematics performance among low-achieving students.