RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF SENIOR SECONDARY SCHOOL STUDENTS OF BIOLOGY IN TALATA MAFARA METROPOLIS ZAMFARA STATE

This study investigated the relationship between emotional intelligence and academic achievement among senior secondary school students studying Biology in Talata Mafara Metropolis, Zamfara State. Utilizing a quantitative research design, the study surveyed 320 senior secondary school two students from various schools in the area, employing adapted questionnaires (Questionnaire on the relationship between emotional intelligence and academic achievement of senior secondary school II students studying biology in Talata Mafara Metropolis) to assess student’s emotional intelligence levels and academic achievement records. Data analysis included descriptive statistics, correlation coefficients, and regression analysis to determine the strength and nature of the relationship between the two variables. The findings revealed a significant positive correlation between emotional intelligence and academic achievement, indicating that students with higher emotional intelligence tend to perform better academically. Specifically, students who demonstrated strong emotional regulation, empathy, and social skills achieved higher grades in Biology. The study highlights the importance of integrating emotional intelligence training into the educational curriculum, as it may enhance students' academic performance and overall well-being. This research contributes in the integration of emotional intelligence training in school curricula, teacher professional development on emotional intelligence, counseling and emotional support services it also contributes to the existing literature on emotional intelligence in educational settings and suggests actionable strategies for educators and policymakers to support students in developing their emotional competencies to foster academic success.