Emotional Intelligence, Gender, And School Location As Correlates Of Academic Achievement Of Biology Students In Southwestern Nigeria

Abstract

This research sought to determine the relationship between gender, school location, emotional intelligence and academic achievement in biology among senior secondary school students in the Odeda Local Government Area of Ogun State, Southwestern Nigeria. Employing a correlational research design, the study involved a sample of 200 students drawn from eight secondary schools. Multistage sampling technique was adopted to select the participants. Data collection was facilitated using an emotional intelligence scale alongside students' biology scores. Descriptive statistics was utilized to analyze demographic information, while inferential statistics, including Pearson correlation and regression analysis, were employed to examine the relationship between gender, school location, emotional intelligence and academic achievement, with the assistance of SPSS software. The results indicated that students exhibited a moderate level of emotional intelligence, and the academic achievement scores predominantly reflected average performance among the respondents. Furthermore, a significant positive correlation was identified between emotional intelligence and academic achievement (r(100) = .236, p = .000). The results showed significant difference between gender and emotional intelligence as male student had higher academic achievement than their female counterparts. Urban students also demonstrated high emotional intelligence than the rural students which was made evident in their academic achievement.  The study concluded that emotional intelligence is a significant predictor of students' academic success in biology. Recommendations include the development of training programmes aimed at enhancing emotional intelligence skills in the students irrespective of their gender and school location.