The innate feelings of a learner has been identified as a great factor influencing learning and overt achievement of a learner Salovey and Mayer (1990), thus the importance to study learners through Emotional Intelligence and Attitude disposition toward learning and its eventual outcomes. This study examined how Emotional Intelligence and Attitude can predict Achievement in Mathematics of Secondary School students. Two Hundred (200) Students were selected among five public secondary schools, which was made up of forty students per school were used as the population. Three questionnaires were used to collect data on Student’s Emotional Intelligence, Attitude and Mathematics Achievement. Four research questions and four hypotheses were raised in the course of the research. Multiple Regression Analysis, t-test Statistics and Pearson Product Moment Correlation formular were used for the data analysis. The findings reveal that, there is a significant relationship between Emotional Intelligence and Achievement in Mathematics and also Attitude and Achievement in Mathematics of secondary school students.

Title page            i

Certification           ii

Dedication           iii

Acknowledgement           iv

Table of Content          v

Abstract             viii

CHAPTER ONE:   INTRODUCTION

1.1 Background of the Study         1

1.2 Statement of the problem        4

1.3 Purpose of the Study         5

1.4 Research Questions         6

1.5 Research Hypotheses        6

1.6 Significance of the Study          7

1.7 Scope of the Study          7

1.8 Definition of terms          8

 

CHAPTER TWO:  LITERATURE REVIEW

2.0 Introduction            9

2.1.1  The Concept of Emotional Intelligence     9

2.1.2  Emotions          13

2.1.3  Difference between Emotional Intelligence and Emotional Quotient 21

2.2.1  The Concept of Attitude         22

2.2.2  Attitude and School Grades        24

2.2.3  Gender and Attitude towards Mathematics      25

2.2.1  The Concept of Achievement        27

2.3.2  Achievement in Mathematics and Student’s Attitude   29

2.3.3  Emotional Intelligence and Student’s Achievement    30

2.3.4  Gender and Academic Achievement      32

 

CHAPTER THREE:  METHODOLOGY

3.1 Research Design          35

3.2 Area of the Study          35

3.3 Population of the Study        36

3.4 Sample and Sampling Techniques      36

3.5 Research Instruments        36

3.6 Administration of the Instruments      39

3.7 Validity of the Instruments       40

3.8 Reliability of the Instruments        40

3.9 Method of Data Analysis         40

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Demographic profile of Respondents       41

4.2 Hypotheses Testing          42

4.3 Discussion of Findings        48

CHAPTER FIVE:  SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary          52

5.2 Conclusion          53

5.3 Recommendations          54

References           56

Questionnaires          62