Assessment of Emotional Intelligence and Its Relationship with Students’ Achievement in Mathematics (Published)
In Nigeria, the continuous fall in students’ achievement in mathematics has been a major source of concern to policy makers and stakeholders in the nation’s education sector. A lot of measures taken over the years to reduce this trend have not produced the desired results. Some measures taken targeted solely on teachers’, and infrastructural improvement, without taking into consideration the measures to improve the learners’ characteristics for effective learning. Hence, the focus of this study was on the assessment of emotional intelligence and its relationship with students’ achievement in mathematics in Enugu Education zone, Enugu, Nigeria. The research questions and hypotheses used as guide to the study were three and two respectively.. The study adopted a correlation design. The population of the study comprised 4825 Senior Secondary School two (SS2) students in 25 government secondary schools in Enugu Education zone. The study had a sample of 483 SS2 mathematics students from six senior secondary schools in the study area. Multistage sampling consisting of simple random and stratified sampling techniques were used for selection of the schools and the subjects for the study. Youth version of emotional quotient inventory (EQ-i2.0) and a mathematics achievement test (MAT) were used for data collection. Data were analyzed using multiple linear regressions to answer the research questions, and test null hypotheses at 0.05 level of significance. The results revealed that there was a significant positive correlation between the components of emotional intelligence and students’ achievement in mathematics and the components, singly and jointly, contributed significantly to the variation in students’ achievement in mathematics.
Keywords: Achievement, Education, Emotional Intelligence, Mathematics, Students
Effects of Charts with Demonstrative and Collaborative Instructional Approaches in Students’ Achievement on Mensuration (Published)
This study investigated the possible effects the use of charts might have on students’ understanding of the concept of mensuration using demonstration and collaborative instructional approaches. Two research questions and two null hypotheses guided the study. The quasi-experimental research design was employed to conduct the study. A sample of 105 drawn from a population of 800 senior secondary school two students in Okrika Local Government Area of Rivers State Nigeria. The instrument used to collect data was Test on Understanding of the Concept of Mensuration (TUCM). TUCM was validated and the KR-20 formula was used to establish a reliability of .86. The research questions were answered descriptively using mean, standard deviation, and graph while the hypotheses were tested inferentially at .05 level of significance using Analysis of Covariance (ANCOVA). The result showed that students taught using demonstration instructional approach with chart understood the concept of mensuration better than those taught with collaborative approach with chart. There was also a significant difference between the mean gain of students taught using demonstration approach with chart and those taught using collaborative approach with chart. There was no significant difference between male and female students’ understanding of the concept of mensuration when taught with chart using demonstration and collaborative approaches. It was recommended among others that mathematics teachers should teach mensuration with charts using demonstration approach.
Keywords: Education, Mean Grand Score, Post-Test, Pre-Test, Students