Abstract

EFFECTS OF ACQUISITION OF EMOTIONAL INTELLIGENCE SKILLS ON SENIOR SECONDARY SCHOOLSTUDENTS? PERFORMANCE IN TRIGONOMETRY IN PANKSHIN EDUCATION ZONE

Tali D. J & Peter D

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Abstract This study examined to what extent the acquisition of Emotional Intelligence skills could influence students? performance in trigonometry. Quasi-experimental; non-equivalent pre-test, post-test, control group design was used for the study. One hundred and thirty-two (132) SS2 students from two intact classes were sampled from four public secondary schools in Pankshin Education zone using the multi-stage cluster sampling technique. Three research questions and three hypotheses guided the study. The trigonometry interest inventory for this study was adapted from Snow (2011) four phase models as the theoretical foundation. The reliability co-efficient of the study of the total test was 0.98. The experimental group (E) received the treatment of the acquisition of Emotional Intelligence skills (X) as an advance organizers for six weeks and was taught trigonometry sub- topics by the regular class mathematics teacher who was a research assistant using the prepared lesson plans for two weeks. The control group (C) received no treatment of the acquisition of the emotional intelligence skills but was taught by the class mathematics teacher who was also a research assistant. Mean and Standard Deviations were used to answer the research questions while Analysis of Covariance (ANCOVA) was used to analysis the hypotheses. The analysis of the study revealed that the SS2 students exposed to Emotional Intelligence skills had more improvements on their performance in trigonometry than their counter parts that were not exposed to Emotional Intelligence skills. The results also showed that there was a significant difference in the mean scores in the trigonometry interest inventory of SS2 students exposed to Emotional Intelligence skills and those not exposed to Emotional Intelligence skills. The study also revealed that there was a significant difference between the male and female students? mean Trigonometry performance scores in favour of female students. The study recommended amongst others that students should be exposed to the acquisition of Emotional Intelligence skills in schools in order to improve their interest and performance in Trigonometry. Keywords: Emotional Intelligence skills, Trigonometry, Interest, Self-awareness, Self-management and Relationship management

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