EMOTIONAL INTELLIGENCE AS CORRELATES OF CHEMISTRY STUDENTS’ PERFORMANCE AND TEACHERS’ CLASSROOM MANAGEMENT PRACTICES IN KWARA STATE SENIOR SECONDARY SCHOOLS

Abstract

The study investigated emotional intelligence as correlates of chemistry students’ performance and teachers’ classroom management practices in Kwara State Senior Secondary Schools. The population of the study was made up of Two Hundred and seventy Four (274) Chemistry Teachers. Simple random sampling technique was adopted in selecting One Hundred and Fifty Nine (159) Chemistry Teachers with equal numbers of Chemistry students’ using hat draw method. The study adopted a correlational research design. The study was guided by six research questions with corresponding null hypotheses. The research instruments used were adapted questionnaires titled Emotional Intelligence Questionnaire (EMIQ) and Chemistry Teachers’ Classroom Management Practices Questionnaire (CTCMPQ) with 5 point scale. The instruments were pilot-tested using Cronbach Alpha which yielded a reliability coefficient of 0.92 and 0.78 respectively. Scatter plots were used to answer research questions and inferential statistics of linear regression was used to test the hypothesis at a 0.05 level of significance. Results of the hypotheses revealed that there was no significant relationship between chemistry teachers’ self-awareness and performance of students’ in Chemistry. The study also showed that there was significant relationship between chemistry teachers’ self-awareness and classroom management practices. It also revealed that there was no significant relationship between chemistry teachers’ social awareness and performance of students’ in chemistry. The study also showed a significant relationship between chemistry teachers’ social awareness and Classroom Management Practices. There was no significant relationship between teachers’ self-motivation and students’ performance in Chemistry. And there was significant relationship between chemistry teachers’ self-motivation and Classroom Management Practices. Among others, the study recommended that curriculum planners’ should incorporate related contents of emotional intelligence in order to improve academic performance of students’ in chemistry