RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS IN BIOLOGY IN TALATA MAFARA METROPOLIS, ZAMFARA STATE
Abstract
This study investigates the relationship between emotional intelligence and academic achievement among senior secondary school students studying Biology in Talata Mafara Metropolis, Zamfara State, Nigeria. Emotional intelligence, defined as the ability to recognize, understand, and manage emotions, plays a crucial role in students' academic success. The study employed a descriptive correlational research design with a population of 1,669 students and a sample size of 320 students selected using random sampling techniques. Data were collected using the Emotional Intelligence Scale Questionnaire (EISQ), Biology Achievement Test (BAT), and academic records. Descriptive and inferential statistics, including Pearson correlation, were used for data analysis. The findings revealed a significant positive relationship between emotional intelligence and academic achievement, with a correlation coefficient of 0.68. The study concludes that students with higher emotional intelligence tend to perform better academically. It recommends integrating emotional intelligence development into the educational curriculum to enhance students' academic performance and overall well-being.
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