Abstract
BackgroundThe primary aim of the current study was to develop a multi-methodological teacher training program based on emotional intelligence (EI) as a key competency in order to improve student academic achievement based on two methods: face-to-face instruction and game-based e-learning instruction.MethodsSeventy-four primary education teachers and their 2069 students were randomly assigned to three groups. The first group of teachers (n = 23) were trained to use a face-to-face method. The objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 645) using face-to-face instruction. For the second group (n = 28), the teachers were trained to use an e-learning gamification method. Similar to the first group, the objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 758) using e-learning gamification instruction. The third group of teachers (n = 23) served as the controls and did not receive any special training, nor did they implement EI into their teaching (n = 666).ResultsImplementation of EI into classroom teaching effectively improved academic achievement in primary school students using both methods. However, there was a greater increase in academic achievement and higher teacher satisfaction in the game-based e-learning group. No significant differences in student achievement were observed in the control group.ConclusionEmotional intelligence as a key academic competency.
Highlights
Theoretical FrameworkEmotional intelligence (EI) was first defined by Mayer and Salovey (1993) as a “type of social intelligence that involves the ability to monitor one’s own and other’s emotions, to discriminate among them, and to use the information to guide one’s thinking and actions” (p. 433)
The new competencies needed for academic achievement in primary school are no longer exclusively academic (Aslam, 2018; Howard and Cogswell, 2018; Vahabzadeh et al, 2018; Vasilieva, 2018)
This study showed that academic performance, measured by student school records, improved after teacher participation in a 7-week teacher training program on the implementation of emotional intelligence (EI) as a key competency in teaching, across two different methods: (1) face-to-face instruction and (2) game-based e-learning instruction
Summary
Theoretical FrameworkEmotional intelligence (EI) was first defined by Mayer and Salovey (1993) as a “type of social intelligence that involves the ability to monitor one’s own and other’s emotions, to discriminate among them, and to use the information to guide one’s thinking and actions” (p. 433). The use of EI as a key competency to improve academic achievement in primary education has been the subject of many studies (Pangiras et al, 2012; Temple-Harvey and Vannest, 2012; Pozo et al, 2014; Morente et al, 2017; GilarCorbi et al, 2018; Howard and Cogswell, 2018; Petrides et al, 2018). The findings of previous studies raises three key research questions: Research Question 1: Does academic performance measured by student school records improve after the 7-week teacher training program on EI as a key competency in primary school education?. The primary aim of the current study was to develop a multimethodological teacher training program based on emotional intelligence (EI) as a key competency in order to improve student academic achievement based on two methods: face-to-face instruction and game-based e-learning instruction
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