EFFECT OF EMOTIONAL INTELLIGENCE ON PERFORMANCE AND RETENTION IN TRIGONOMETRY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN KATSINA STATE, NIGERIA.

Abstract

This study investigated the effect of Emotional Intelligence on performance and retention ability in trigonometry among
Senior Secondary School Students in Katsina State, Nigeria. Repeated design of correlational survey research method
was used. Three hundred and seventy four (374) sampled Students were used selected from a total population of sixteen
thousand one hundred and forty one (16,141) Students in the study area using stratified and simple random sampling
technique. Trigonometric Performance Test (TPT), Trigonometric Emotional-Intelligence Scale (TEIS) and
Trigonometric Retention Test (TRT) with reliable co-efficients of (r) = 0.93, 0.91 and 0.85 respectively were used as
instruments for data collection. The data collected were analyzed using mean and standard deviation in order to
analysed the data. However, Pearson Product Moment Correlation Co-efficient was used to test the formulated
hypotheses at p≤ 0.05 level of significance. Result showed 0.90 and 0.85 as correlation coefficients between Emotional-
Intelligence and performance and Emotional Intelligence and retention ability of Students in trigonometry respectively.
This means 81% in performance was accounted for emotional intelligence of Students in trigonometry and 72% in
retention ability was attributed to Emotional-Intelligence of Students in trigonometry. Hence, Emotional-Intelligence
significantly affect the performance and retention ability of Students in trigonometry. Based on these findings, it was
recommended that: Teachers and Educational planners should consider Emotional-Intelligence of Students in Teaching
and learning for effective Teaching and learning to take place.