Abstract
The study examined emotional intelligence as correlate of academic performance among junior secondary school students in Katsina metropolis. A sample of 384 students was drawn from a population of (8757) junior secondary schools students in the metropolis. Two instruments were used in obtaining the data for the study; an adopted version of Emotional Intelligence Questionnaire (EIQ) designed by Kolo (2006) and JSS II results in English and Mathematics which was used to measure academic performance of students. Three hypotheses were tested and results obtained showed that emotional intelligence was related to academic performance for both males and females junior secondary school students in Katsina metropolis. Based on these findings therefore, it is recommended that effort should be made towards training in the development and sustenance of positive motivation. Conclusively, it is pertinent to emphasize on developing self-awareness among learners so as to produce learners who are emotionally stable, capable of controlling their moods, resilient to stress, rational in their thinking, flexible in their approach, confident in themselves, and with positive attitude towards themselves and their abilities.
Highlights
There is no disputing the fact that education is a fundamental tool for total development of the individual
To Salawu (1993), teachers are the agents of socialization of their children; they shape the behavior of these children directly or indirectly
Presentation, Analyses and Interpretation of Result H01: There is no significant relationship between emotional intelligence and academic performance of Junior Secondary School students
Summary
There is no disputing the fact that education is a fundamental tool for total development of the individual. The purpose of educational experience is learning, a process through which students develop skills and knowledge through a variety of experiences that are designed and monitored by teachers (Fafunwa, 1976). A teacher, in a professional usage, is a person trained or recognized and employed to help learning in a classroom situation in order to achieve set educational goals. To Salawu (1993), teachers are the agents of socialization of their children; they shape the behavior of these children directly or indirectly. The implementation of any curriculum depends to a large extent on the availability of the right type of educational personnel and their willingness to impact the desired knowledge to a learner. Education is equated at times with achievement, certification or accomplishment (Salawu, 2000). Of importance in attaining educational achievement is the impact of emotional intelligence of the learner
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