Emotional Intelligence And Mathematics Achievement Of Underachieving High Ability Senior Secondary School Students: A Perspective Of Inclusivity In Regular Secondary Schools In Calabar Education Zone, Cross River State, Nigeria

Abstract

Some high ability students who show great mathematics potentials fails to perform at a level commensurate with their abilities in mathematics. Most of them lack self-efficiency, goal directedness or self-regulation skills which has resulted to poor performance in Mathematics The dwindling performance in Mathematics in both internal and external examinations among high ability students in Nigeria are not because they do not have the intellect but because of prevailing factors of emotional intelligence which influence their performance in schools. The main purpose of the study is to examined the relationship between emotional intelligent and Mathematics achievement of high ability students in Calabar Education Zone of Cross River State, Nigeria. This study adopted correlational survey design which determined emotional intelligence (wellbeing, self control and sociability) as relate to Mathematics achievement of high ability students in Calabar Education Zone of Cross River State, Nigeria. It was guided by three research questions and three null hypotheses. A sample of 400 Senior Secondary II students was selected from public schools using the stratified random sampling technique, school record, and teachers’ nomination checklist. Two instruments, emotional intelligence Questionnaire (EIQ) and Mathematics Achievement Test (MAT), were used for data collection. The reliability of the questionnaire, established using Cronbach Alpha with a coefficient of 81 and .84 while the reliability estimate of the high ability Students’ MAT was established through Kuder Richardson formula K-R20 which yielded .83. The hypotheses were tested using Pearson product Moment Correlation Coefficient at .05 level of significance. The findings of the study revealed that wellbeing, self control, sociability significantly relate with mathematics achievement of underachieving high ability senior secondary school students. Based on the findings of this study, it was recommended amongst others that the attributes of emotional intelligence should be taken into consideration during planning of educational curriculum so as to enrich the current Mathematics curriculum and enhance high ability students’ performance in the subject.