The Impact of Emotional Intelligence on Students academic performance among secondary students in Dutsin-ma Local Government Area of Katsina State

CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Emotional Intelligence (EI) refers to the ability to recognize, understand, manage, and utilize emotions effectively in oneself and others. In educational settings, EI is increasingly recognized as an essential component of student development, as it helps students navigate social interactions, manage stress, and maintain focus on academic goals. Researchers, such as Daniel Goleman and Mayer-Salovey, have outlined EI as including components like self-awareness, self-regulation, motivation, empathy, and social skills, which collectively contribute to overall personal and academic success.

The relevance of EI in education goes beyond academic performance to encompass students’ holistic well-being, which includes mental health and interpersonal relationships. In the context of secondary education, students often face various social, academic, and emotional pressures. These pressures can affect their performance if not managed effectively. In Dutsin-Ma Local Government Area of Katsina State, like in many other regions, some students struggle with maintaining high academic standards, often due to emotional or psychological factors. Understanding the role of EI in these students’ academic outcomes may offer insights that could support educational improvements within the area.

1.2 Statement of the Problem

Academic challenges among secondary school students in Dutsin-Ma are evident through low academic performance, lack of motivation, and difficulty in managing school-related stress. Traditional academic interventions often focus on enhancing cognitive abilities without adequately addressing students’ emotional needs. Consequently, students who may possess high cognitive abilities but lack emotional management skills struggle to achieve their potential.

There is a need to investigate whether low levels of emotional intelligence could be contributing to these observed academic challenges. By examining the connection between EI and academic performance, this study aims to identify whether enhancing EI skills could serve as an effective intervention for improving students’ academic outcomes.

1.3 Purpose of the Study

The primary purpose of this study is to examine the impact of emotional intelligence on the academic performance of secondary students in Dutsin-Ma Local Government Area. Specifically, the study seeks to determine the levels of EI among these students, analyze the influence of EI on their academic success, and identify which components of EI have the most significant impact on performance. The findings could provide valuable insights for educators, parents, and policymakers on the importance of fostering EI in secondary education.

1.4 Research Questions

This study will address the following research questions:

1. Does emotional intelligence influence students’ academic performance?
2. What are the levels of emotional intelligence among secondary students in Dutsin-Ma?
3. Which components of emotional intelligence (e.g., self-awareness, empathy, self-regulation) are most impactful on academic success?

1.5 Hypotheses

Based on the research questions, the study proposes the following hypotheses:

1. Hypothesis 1: There is a positive correlation between students’ emotional intelligence and their academic performance.
2. Hypothesis 2: Students with higher levels of specific EI components, such as self-awareness and self-regulation, perform better academically than those with lower levels.
3. Hypothesis 3: Students in Dutsin-Ma with lower EI levels experience more academic challenges compared to students with higher EI levels.

1.6 Significance of the Study

This study is significant for several stakeholders:

1. Teachers:Findings could provide insights on how to support students emotionally and academically, potentially leading to improved classroom dynamics and performance.
2. Parents:Understanding the role of EI in academic success can encourage parents to nurture emotional skills in their children.
3. Educational Policymakers:Results may guide the implementation of programs that integrate EI training into the curriculum, helping to produce well-rounded students capable of managing emotional and academic challenges.