RELATIONSHIP OF STUDENTS EMOTIONAL INTELLIGENCE WITH

THEIR ACADEMIC ACHIEVEMENT AT HIGHER SECONDARY SCHOOL

LEVEL

SULEMAN

2013-USTB-65733

ROLL NO.58378

BACHELOR OF EDUCATION (1.5 YEARS)

Hasnain College of Education and Management Science

University of Science and Technology Bannu

Khyber Pakhtunkhwa, Pakistan

2024
 RELATIONSHIP OF STUDENTS EMOTIONAL INTELLIGINCE WITH

THEIR ACADEMIC ACHIEVEMENT AT HIGHER SECONDARY SCHOOL

LEVEL

By

SULEMAN

2013-USTB-6573358378

ROLL NO.58378

This thesis submitted in partial fulfillment of

the requirements for the professional degree of

BACHELOR OF EDUCATION (1.5 YEAR)

Hasnain College of Education and Management Science

University of Science and Technology Bannu

Khyber Pakhtunkhwa, Pakistan

2024

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 Declaration

I hereby declare that this thesis my original work and it has been written by me in its

entirety. I have duly acknowledged all the source of information which have been

used in the thesis.

This thesis has also not been submitted for any degree in any university previously.

Sig

SULEMAN

Bachelor in education

ii
 Certification

Certified that the contents and form of thesis “Relationship of student’s emotional

intelligence with their academic achievement at higher secondary school level”

submitted by Suleman, have been found satisfactory for the requirement of the

professional degree of B.Ed.

Sig

Supervisor: Sarhad Ullah Khan

GPGC Bannu

Sig

External Examiner: Dr. Gulap Shehzada

Institute of Education and research
UST Bannu

Sig

Internal Examiner: Wasim Ullah

Sig

Principal: Wasim Ullah

Sig

Director: Dr. Gulap Shehzada

Institute of Education and research
UST Bannu

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 DEDICATION

TO MY LOVING PARENT,

MY BROTHERS AND SISTERS AND MY RESPECTED TEACHERS

WHOSE HEARTLY PRAYARS AND GUIDNACE BROUGHT EVERY

SUCCESS IN MY LIFE

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 ACKNOWLEDEMENTS

Thanks to Almighty Allah for His gracious blessings.

All thanks to our beloved family members for their prayers, providing guidance,

courage, support and care. They dreamed for our future and advised us to work hard

to full fill their dreams. Without their moral and financial support, it would be

difficult for us to complete that professional degree. I am really very thankful to Sir

Sarhad Ullah our project supervisor for his kind support and guidance and special

thanks to Muhammad Qasim Khan for supporting our idea.

SULEMAN

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 CONTENTS

01 Introductions

1.1 Introductions of the study 01

1.2 Background of the study 01

1.3 Statement of the problem 04

1.4 Objective of the study 04

1.5 Research questions 04

1.6 Hypotheses of the study 05

1.7 Significance of the study 05

1.8 Delimitations of the study 06

1.9 Limitation of the study 06

02 Review of related literature

2.1 Organization of the chapter 07

2.2 Introduction of emotional intelligence 07

2.3 Theoretical framework 08

2.4 What is emotional quotient? 11

2.5 Components of emotional intelligence 12

2.6 Components of emotional intelligence according to bar-on 12

2.7 Academic achievement 13

2.8 Academic achievement and emotional intelligence 14

2.9 how to increase emotional intelligence in the classroom 16

2.10 role of teacher in developing EI in the classroom 17

03 Research methodology

3.1 Nature of research 18

3.2 Population of the study 18

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3.3 Sample of the study 18

3.4 Tools for data collection 19

3.5 Methods of data analysis 21

3.6 Procedure of the study 22

3.7 Validity and reliability of bar on youth version 22

3.8 Ethical consideration 23

04 Analysis and interpretation of data

4.1 Background 25

05 Finding, Conclusions & Recommendation

5.1 Finding of the study 29

5.2 Discussion 31

5.3 Conclusions 36

5.4 Recommendation 37

5.5 Suggestion for future work 38

References

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 List of Tables

Table 4.1: Comparison of academic performance of High and low groups on over all

emotional intelligence.

Table 4.2: Comparison of academic performance of High and low groups on

Interpersonal Skill.

Table 4.3: Comparison of academic performance of High and low groups on

Intrapersonal Skill.

Table 4.4: Comparison of academic performance of High and low groups on Stress

management.

Table 4.5: Comparison of academic performance of High and low groups on

Adaptability.

Table 4.6: Comparison of academic performance of High and low groups on General

Mood.

Table 4.7: Co-relation of Academic Performance with Emotional Intelligence traits.

Table 4.8: Co-relation of overall Emotional Intelligence skill with Academic

Performance and other Emotional Intelligence traits.

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 ABSTRACT

Major objectives of the study were to find out the relationship between emotional
intelligence and academic achievement; to compare the emotional intelligence of low
and group on the basis of their academic achievement. Hypothesis of the study was
“there is no relationship between emotional intelligence and academic achievement”.
The researcher used standardized tool, bar- on eqi-youth version. Bar on eqi-youth
version consists of seven scales. These are: “interpersonal”, “intrapersonal”,
“adaptability”, “stress management”, “general mood”, “positive impression” and
overall emotional quotient. The researcher used t-test and Pearson Product
Correlation Coefficient for data analysis. All variables in this study were tested at the
P=0.05 level of significance. Mean and standard deviated of the variable were also
sought out. Pearson Product correlation co-efficient was also used to measure the
strength and direction of the linear correlation between two variables which can
range between + and –1. The Quantitative data from questionnaires were put into the
SPSS software and analyzed with the help of version 17 of the package. The data was
presented in tables and interpreted through the use of percentage, mean, standard
deviation, t-tests and correlations.

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