Emotional intelligence dimensions as predictors of secondary school physics students’ academic achievement in Nsukka, Enugu State, Nigeria

Abstract

Many studies suggest that Emotional intelligence (EI) is a predictor of academic success more than the intelligence quotient (IQ). However, some findings, especially in STEM-based subjects, show mixed evidence. The present study, therefore, sheds more light on the prediction of emotional intelligence in the academic achievement of physics students. A correlation survey design was employed with a sample of 360 senior secondary physics students from Nsukka Local Government Area, Enugu State, Nigeria. Data collection was done using a questionnaire and an achievement test. Cronbach's alpha reliability calculation revealed an overall index of 0.85 for the questionnaire, while Kuder-Richardson’s reliability coefficient of 0.62 was obtained for the achievement test. Multiple regression, regression ANOVA, and t-tests were used to analyse the data. Findings revealed that of the EI components, only self-awareness and social skills significantly predicted achievement(p<0.001), whereas self-regulation, motivation, empathy, and overall EI did not. Given the findings, physics teachers should design cooperative learning tasks that foster social skills and self-awareness.