THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT:

LIBRARY --...

INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACHIEVEMENT:

A CORRELATIONAL STUDY OF UNDERGRADUATE STUDENTS AT THE UNIVERSITY COLLEGE OF EDUCATION

ZANZIBAR

BY

NYEZ~SIMAIISSA

A thesis submitted in fulfilment of the requirement for the degree of Master of Education

Institute of Education International Islamic University

Malaysia

FEBRUARY 2012

ABSTRACT

The main purpose of the study was to examine the relationship between emotional intelligence and academic achievement of undergraduate students of the University College of Education 2.anzibar (UCEZ). The ability-based model of emotional intelligence was utilized through the emotional intelligence inventory developed by Martha Tapia and Judith Burry-Stock (1998) to obtain data from 215 students who were randomly selected from arts and science specializations and their CGP A .was used to measure academic achievement. Out of the 215 questionnaires distributed, 210 questionnaires were returned for the statistical analysis and the data was analyzed using the Pearson correlation coefficient, t-test statistic and ANOV A. The results revealed that there is no significant relationship between emotional intelligence and academic achievement. Although the study showed significant statistical difference in the academic majors of UCEZ students, no significant difference was found between demographic characteristics and emotional intelligence.

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APPROVAL PAGE

I certify that I have supervised and read this study and that in my opinion; it conf onns to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Educational Psychology.

6:.~g···

Syed Alwi Sbahab Supervisor

I certify that I have read this study and that in my opinion it confonns to acceptable standards of scholarly presentation and is fully adequate, in scope and quality, as a dissertation for the degree of Master of Educational Psychology.

,.

... L. ... .

Nik Ahmad Nik Hisham Examiner

This dissertation was submitted to the Institute of Education and is accepted as a fulfilment of the requirement for the degree of Master of Educational Psychology .

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... ~/···

Siti Rafiah Abd Hamid

Director, Institute of Education

DECLARATION

I hereby declare that this thesis is the result of my own investigations, except where otherwise stated. I also declare that it has not been previously or concurrently submitted as a whole for any other degrees at HUM or other institutions.

Nyezuma Simai Issa

Signature ...

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INTERNATIONAL ISLAMIC UNIVERSITY MALAYSIA

DECLARATION OF COPYRIGHT AND AFFIRMATION OF FAIR USE OF UNPUBLISHED RESEARCH

Copyright© 2012 by International Islamic University Malaysia. All rights reserved.

THE RELATIONSIDP BETWEEN EMOTIONAL INTELLIGENCE AND ACADEMIC ACIIlEVEMENT: A CORRELATIONAL STUDY OF UNDERGRADUATE STUDENTS AT THE UNIVERSITY COLLEGE OF

EDUCATION ZANZIBAR

I hereby affirm that The International Islamic University Malaysia (IIUM) holds all rights in the copyright of this work and henceforth any reproduction or use in any form or by means whatsoever is prohibited without the written consent of IIUM. No part of this unpublished research may be reproduced, stored in a retrieval system, or transmitted, in any form or by means, electronic, mechanical, photocopying, recording or otheiwise without prior written permission of the copyright holder.

Affirmed by Nyezuma Simai Issa.

Signature Date

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This dissertation is dedicated to my father of blessed memory late Mr. Simai Issa/or his fatherly care and concern towards me, I know you are smiling down from

heaven now.

To my late mother Manja Ameir Haji for her passionate love and care, mother to you, I say a big thank you/or your support, encouragement and love towards me.

To my children, Ahmad, Juma, Abdull-Warith and Al-Mujjaahid, for their understanding and patient throughout my years of study. The most important things I have learned have been taught to me by you. I look forward to spending time enjoying

life with you all.

And lastly this dissertation is dedicated to my family for taking care of my children.

Thank you all for your unconditional love, support and faitk

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ACKNOWLEDGEMENTS

All praise is to Allah (S. W), the most gracious and most merciful for making it possible for me to complete this program. My sincere gratitude goes to my supervisor Assc. Prof. Dr Syed Alwi Sbahab and to my examiner Prof. Dr. Nik Abmad Nik Hisham Ismail for their immense support and guidance throughout this research study. Also my gratitude goes to all lecturers in the Institute of Education, International Islamic University Malaysia.

I am also grateful for the support and co-operation I have received from the University College of Education Zanzibar authority, staff and students who provided me the opportunity to collect the data for this study.

Most importantly, I would have not gone far without the sincere love, support, and concern I received from my husband Mr. Ali Juma Mkombe throughout years of this program.

My profound thanks go to my friend brother Shuaib who proofread my work several times prior to the final submission.

Lastly, I would like to thank all my colleagues, :friends and all who contributed to my study in one way or the other. Together we have learned how strong the bonds of love perseverance and unity are.

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TABLE OF CONTENTS

Abstract ... ii

Abstract in Arabic ... .iii

Approval Page ... .iv

Declaration Page ... v

.gh . Copyn t Page ... ^Vl Dedication ... vii

Acknowledginents ... viii

CHAPTER ONE: IN'TRODUCTION

···-···!

Statement of the Problem ... 3

Objectives of the Study ... 5

Research Questions ... 6

Significance of the Study ... 7

Limitation of the Study ... 7

Definition ofTenns ... 8

Summazy ... 9

CHAPTER 1"WO: LITERA.TURE REVIEW .•••.••••...••••...•.... - ...•.•••••...• .__. ..•••••...• 10

Introduction ... 10

Emotions ... 10

The relationship between emotion and cognition ... 12

Intelligence ... 13

History of Emotional Intelligence ... 15

Emotional Intelligence ... 16

A Brief Description on Each Domain of Emotional Intelligence as Stated By Bodine and Crawford (1999) ... 20

Academic Achievement ... 25

Emotional Intelligence and Academic Achievement ... 26

Theories of Emotional Intelligence ... 32

Measuring Emotional Intelligence ... 37

Summazy ... 41

CHAPTER TBR.EE: METHODOLOGY ·-···••••••••••••••••••••••••••••••••···••••••••42

Introduction ... 42

Research Design ... 42

Research Model ... 43

Procedure for Data Collection ... 46

Population ... 46

Sampling ... : ... 4 7 Operationalization ofVariables ... 48

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Instrumentation ... 48

Validity and Reliability ofEQI ... 49

Methods of Analysis ... 49

Summary ... · ... 50

CHAPTER FOUR: ANALYSIS AND PRESENTATION OF RESULTS Introduction ... 51

Descriptive Statistics ... 51

Validity and Reliability of the Questionnaire ... 54

Relationship between Emotional Intelligence, Academic Achievement and Their demographic Characteristics ... 54

The Difference between Male and Female Students in the level of Emotional Intelligence ... 55

The difference between Specializations (Art and Science) ... 56

The difference between age groups ... 57

Summary ... 57

CHAPTER FIVE: DISCUSSION, CONCLUSION AND RECOMME.NDATIONS ...•...•...•... 58

Introduction ... 58

Major Findings of the Study ... 58

Conclusion ... 62

Recommendations for Future study ... 63

BIBLIOGRAPHY ... _ ... 64

APPENDIX A ... 69

APPENDIX B ... ·-···-···-···: ... 70

APPENDIX C •..•.•...•...•..•.•.•...••...•...•....••...•...••..•.•... 73

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CHAPTERONE

INTRODUCTION

This chapter examines the background of the study, a very brief historical background of the University College of Education Zanzibar, and the statement of the problem.

Thereafter the chapter proceeds to address the objectives of the study together with research questions, significance of the study, limitations of the study along with definition of terms and finally the chapter's summary was presented.

BACKGROUND OF THE STUDY

It has been asserted that institutions of higher learning always face challenges of developing new strategies that foster student's success. At the same time they need to uphold academic standards and integrity (Svetlana, 2007).

The University College of Education Zanzibar, like other institutions of higher learning, faces accountability standards, increasing student population, decreasing funding and other essential resources. However, it has to retain and graduate the best talents, so it has to consider and assess every factor that ensures academic progress.

Research shows that there are both academic and non-academic factors in student success (Williams, 2004 cited from Svetlana 2007).

Currently, intelligence and success are not viewed the same way they were before. New theories of intelligence have been introduced and are gradually replacing the traditional theory. The whole child/student has become the center of concern, not only bis reasoning capacities, but also his creativity, emotions, and interpersonal skills (Abisamra, 2000).

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Psychologists recognize that general intelligence predicts some aspect of success - defined as academic achievement and occupational status. ~eral intelligence is often said to account for between 10% and 20% of such success, leaving about 80% to 90% of it to be explained by other factors. So there is certain room for emotional intelligence to predict a portion of such success (Salovey and Sluyter, 1997, p.17). Therefore, if emotio~ intelligence can contribute on peoples' success it is better for them to understand those contributions.

It is believed that emotional intelligence is very important in educating people about their success in life. Emotional intelligence is one of the important aspects in educating a person to be balanced as a whole. Through emotional intelligence, one will become more successful in life as compared to individuals that gain solely high levels of intellectual intelligence. Emotional intelligence also provides liberty for individuals to explore self potentials, as well as providing opportunities for them to harmonize themselves with their emotion. In other words, individuals with a high level of emotional intelligence are those that are able to manage their emotions well (Hassan, et al., 2009).

There is an increased need to identify variables, including alternative forms of intelligence, impacting academic achievement, variables that supplement or enhance the student's general intelligence level (Gardner, 1983; Goleman, 1995; Liff, 2003;

Nichols, et al., 2003, cited from Drago, 2004).

Thus, to examine how other variables contribute to academic achievement, this study investigated the relationship between emotional intelligence, academic achievement, and some selected demographic variables (age, gender, specialization, and academic year) of undergraduate students of the University College of Education Zanzibar.

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STATEMENT OF THE PROBLEM

Scholars in Tan:zania are of the Opinion that tertiary institutions has attained a rapid growth in the country in recent times, for example Prof. Msolla stated that, 'In a period of fourty-six years since independence, the education system in Tam:ania has grown from only one institution of higher education (a university college) in 1961 to more than 200 tertiary institutions by December 2006 (Mso~la, 2011).

Thus, based on the rapid proliferation of tertiary institution in Tanzania within the aforesaid period, The University College of Education Zanzibar; was established in 1997, it is a recognized academic institution in Tam:ania, by the Direct Aid Agency (an international humanitarian non- governmental organization with Headquarters in Kuwait). Currently this university has five departments with a total number of 1071 students (UCEZ Prospectus, 2010).

Numerous studies have been done to examine the relationship between emotional intelligence and other aspects of life, for example: self - efficacy and work attitudes (Salami, 2007), occupational and health outcomes (Bulik, 2005), Deviant behavior at school (Petrides, et al., 2002) and Academic Achievement, Swart (2005), (Abisamra, 2000), (Shao- Chieh Lu, 2008), (Izaguirre 2008), Aremu et al. (2005), Drago (2004) and others.

Despite numerous works done, there is lack of research conducted in this newly-established university, previous research studies have overlooked to investigate emotional intelligence as a significant factor in determining students' ability and academic achievement, and better success in learning. Goleman (1995) mentioned that success depends on several intelligences and on the control of emotions. Specifically, he emphasized that when it comes to predicting a person's competence (IQ) as measured by traditional tests matters less than emotional intelligence (Santrock, 2003,

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p. 403). Intelligent Quotient (IQ) alone is no longer a measure of success. According to Goleman, intelligence accounts for only 20% of the total success, and the rest depends on emotional and social intelligences (Goleman, 1995).

Aremu, Tella & Tella (2010), opined that the importance of emotional intelligence has not been adequately researched. However, in recent times, social scientists and educational psychologists are beginning to focus on the relat;ionship of emotional intelligence to other phenomena. These are: Leadership (Ashrof &

Humphy, 1995); group performance (William & Stenberg, 1988); policing (Aremu, 2005); academic achievement (Abisamra, 2000; Shao- Chieh Lu, 2008; and Izaguirre 2008).

Furthermore, previous Studies which have examined the relationship between emotional intelligence and academic achievement showed different results, for instance, Izaguirre (2008) investigated the relationship among emotional intelligence, academic achievement and demographic characteristics in first - year community college students however, the findings in this study did not support the existence of a relationship between overall emotional intelligence as measured by EQ- I and academic achievement as measured by GP A. On the other hand, Shao - Chieh Lu, (2008) conducted a study and recommended a focus on the effects of emotional·

intelligence skills program on the academic performance of first year Hispanic college students where results showed the significant relationship between emotional intelligence and academic achievement and provided educators with improved conceptualization of the effects of EI on the academic performance of Hispanic students in higher education.

Thus, the present study wishes to ascertain how students' levels of emotional intelligence affects academic achievement from the standpoint of their COPA and

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demographic variables such as age, gender academic major, and academic year this is due to the serious dearth in research done in this university college to ascertain the relationships between these variables and academic achievemenL

Therefore, if emotional intelligence can predict students' academic achievement regardless of their varied background, then it would be useful for the students' personal development ^to assess their level of emotional intelligence. This study addressed this problem by examining the ability of emotional intelligence to predict students' academic achievement and its relationship to age, gender, academic major or specialization, and academic year of study.

OBJECTIVES OF THE STUDY

The main objective of this study is to examine the relationship between emotional intelligence and academic achievement among undergraduate students of the University College of Education Zanzibar. The objectives of the study can be outlined as follows:

1. To examine the relationship between students' emotional intelligence level and their academic achievement as measured by current CGP A.

2. To investigate whether the selected demographic characteristics (age, gender, academic major or specialization, and academic year of study) have any relationship with emotional intelligence.

3. To evaluate the differences between male and female in the level of emotional intelligence.

4. To analyze the difference between specializations in the level of emotional intelligence.

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5. To examine the level of emotional intelligence between different age groups.

RESEARCH QUESTIONS

In an attempt to examine the relationship between emotional intelligence and academic achievement of undergraduate students at UCEZ, the following questions were addressed:

1. Is there any relationship between students' emotional intelligence level and their academic achievement as measured by current CGPA?

2. Is there any relationship between emotional intelligence and age, gender, academic major or specialization, and year of study of the UCEZ undergraduate students?

3. Is there any significant difference between genders in the level of emotional intelligence?

4. Is there any statistical significant difference in emotional intelligence between specializations (art and science)?

5. Is there any significant difference in emotional intelligence between different age groups of UCEZ undergraduate students?

SIGNIFICANCE OF THE STUDY

This study added significant information to the growing body of literature on emotional intelligence and academic achievement. It assisted in filling the gap on knowledge regarding the emotional intelligence and academic achievement of the UC~ students. The findings of this study contribute to the enrichment of the existing

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body of knowledge on emotional intelligence as a significant factor in determining student's ability and academic achievement, and better success in learning.

Also, the findings of the study is useful for the UCEZ authorities for the purpose of drawing up programs or training that will incorporate components of emotional intelligence in their curricula so as to raise the level of learner's success. In addition, the findings of the study are useful for students in managing their emotions, understanding emotion, facilitation of thought and perceiving emotion. In other words, the findings of the study will help students to construct their emotions or to correct them in order to act in better ways.

Therefore, students, educators and guidance counselors will be able to use emotional intelligence knowledge to interpret and understand students' status and behaviors for better progress.

LIMITATION OF THE STUDY

a) This study was limited to undergraduate students of the University College of Education Zanzibar, their demographic characteristics and specializations.

b) The study measured emotional intelligence with the Emotional Intelligence Inventory developed by Martha Tapia and Judith Burry - Stock (1998).

c) The ability model of emotional intelligence ^was the only model chosen for this study.

d) No discussion on analytical intelligence measure (IQ) was done in this study.

e) The current Cumulative Grade Point Average (CGPAs) was self - reported.

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DEFINITION OF TERMS

Emotional Intelligence

"Emotional Intelligence is the ability to perceive emotions, to assess and generate emotions so as to assist thought, to understand emotions and emotional knowledge, and reflectively regulate emotions so as to promote emotional and intellectual growth"

(Mayer & Salovey, 1997, p.5). Going back to the definition of emotional intelligence propounded by Mayer & Salovey (1997) which forms the bedrock and or the underlying support of this study, this research attempted to see if the constructs in this definition of emotional intelligence has a bearing on academic achievement of the students of the University College of Education Zanzibar. The aforementioned definition of emotional intelligence was chosen for this study because the concepts used in this study rested on the Mayer & Salovey model of emotional intelligence.

Academic Achievement

Academic achievement is the amount of learning an individual has acquired. It is commonly measured by standardized test whose validity and reliability has been demonstrated (Swart, 2005). For the purpose of this study, Cumulative Grade Point Averages (COPA) was used as a measure of academic achievement. Cumulative Grade Points Average is computed by summing the product of the grade points and credit hours for each course taken in the current and all previous semesters, and then dividing the resultant figure by the cumulative credit hours (IIUM. PG. Grading System).

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Emotion

"This are organized responses. crossing the boundaries of many subsystems, including the physiological, cognitive. motivational. and experiential system" (Mayer &

Salovey, 1990, p.185).

SUMMARY

In this chapter the background of the study which gives a general insight into the study was highlighted, also, a very brief historical background of the University College of Education Zanzibar where this study is conducted was also given. This was followed by the statement of the problem section. Thereafter the chapter proceeded to address the objectives of the study together with the research questions. The significance of the study and the limitations of the study, alongside the definition of terms were presented while wrapping up this chapter.

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CHAPTER TWO . LITERATURE REVIEW

INTRODUCTION

A number of studies have been conducted in the world to examine the relationship between emotional intelligence, academic achievement and many other variables. This chapter reviewed relevant literature and explained constructs which contribute to the understanding of emotional intelligence. Among the constructs explained are emotions, the relationship between emotion and cognition, intelligence, a brief history of emotional intelligence, emotional intelligence, academic achievement, emotional intelligence and academic achievement, theories of emotional intelligence and measuring of emotional intelligence.

EMOTION

The scholarly literature on the concept of 'emotion' is relatively sparse; however, according to Grewal and Salovey (2005), Philosophers, scholars and researchers have debated the relationship between thought and emotions for at least two millennia, interest in emotions dates back to the stoics of ancient Greece and Rome. Since then, there are different definitions of emotions based on different perceptions. The problem in defining emotion has largely been due to the fact that emotional processes are complex and the theories explaining them are conflicting (pp.331-332).

According to Kleinginna and Kleinginna (1981), a major problem in the field of emotion has been the wide variety of definitions that have been proposed. In an attempt to resolve the resulting terminological confusion, 92 definitions and 9

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skeptical statements were compiled from a variety of sources in the literature of emotion. These definitions and statements were classified into an outline of 11 categories, on the basis of the emotional phenomenon or theoretical issues emphasizes. So, because of this dispersion of the definitions of emotion made the elements that form or contribute on emotion of human being to differ from one scholar and another. Also the views on what is resulted from emotion are different.

K.leinginna and Kleinginna (1981), mentioned that emotion is a complex set of interactions, which can (a) give rise to affective experiences such as feelings or arousal, pleasure/ displeasure, (b) generate cognitive processes such as emotionally relevant perceptual effects, appraisals, labeling processes, ( c) activate widespread psychological adjustments to the arousing conditions, and (d) lead to behavior that is often, but not always, expressive, goal directed, and adaptive.

It is believed that emotion indicates and directs human behaviors. According to Bodine and Crawford (1999) there are two levels of emotion, conscious and unconscious. Any emotion can be and often is, unconscious. When emotions simmer beneath the threshold of our awareness they can have powerful impact upon how we perceive and we react, even thought we have no idea they are at work. It is only when emotion is brought into awareness that the individual has the ability to choose the behavior (p. 36)

THE RELATIONSHIP BETWEEN EMOTION AND COGNITION

One can say that emotion and cognition are working in close synergy; Saji (2010) opined that the question that remains is whether cognition, and in particular cognitive appraisal, is necessary for the perception of emotion. If someone lacks the cognitive capacity to make a particular appraisal of an event, can they experience the emotion

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that is normally associated with that event? Lazarus (1982, 1984, 1991, and 1993 cf.

Saji, 2010) has added greatly to our understanding of em~tion and coping processes.

Coping processes are ways of dealing with stressors - usually a mixture of being problem-focused and emotion-focused he believes that an event must be understood before emotion can follow. On the other hand, Zajonc (1980, 1984 cf. Saji 2010) argued that cognitio~ and emotion are independent, with emotion even preceding cognition in some cases. This debate about whether cognition necessarily precedes or follows emotion turns on the definition of cognition. It is clear that conscious thought is not involved in some rapid emotional reactions. A sudden screech of brakes tends to produce an unthinking, uncontrolled emotional reaction. But it can also be argued that some appraisals might also occur unconsciously and immediately. If such appraisals are cognitions, then all emotion is preceded by and involves cognition. The alternative is that some emotions involve cognition and others are not. Perhaps this is an arid debate. In everyday life the interplay between emotion and cognition is very intricate.

From the forgoing therefore, the researchers strongly believes emotion and cognition can be said to be intertwined.

There is a huge difference between the internal lurch you would feel at a sudden loud noise in the middle of the night and the combination of thoughts and feelings you would experience if this turned out to be the precursor to your house going up in flames. In other words, a simple, immediate reflex action that might send a burst of adrenaline through the system is very different from the complexities of emotional reaction when the cortex is involved and specific hopes, fears, memories and expectations are implicated. The reflex system is primitive and very much centered on the 'now', whereas what might be termed 'real' emotion also involves the past and the future (through appraisals). It is clear that emotions can - or, as Lazarus

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would argue, must - result from appraisal. It is also clear that emotional states can affect thoughts and even subsequent emotions. You have judged that yo~ partner has been unfaithful to you (appraisal) and this makes you react jealously (emotion). But when you are jealous (emotion) this may in tum stop you from thinking (cognition) as clearly as you normally would, and you may become anxious (emotion) about that (Saji, 2010). Since emotion and cognition are inseparable constructs, one can infer that both constructs if adequately utilized can go a long way in enhancing academic performance.

INTELLIGENCE

It is difficult to define and describe intelligence because of the different views among scholars. There are probably as many definitions of intelligence as there are experts who study it. Simply put, however, intelligence is the ability to learn about, learn from, understand, and interact with one's environment. This general ability consists of a number of specific abilities, which include these specific abilities:

• Adaptability ^to a new environment or ^to changes in the current environment.

• Capacity for knowledge and the ability to acquire it.

• Capacity for reason and abstract thought (Bainbridge, 2011).

On the other hand, some experts describe intelligence as the ability to solve problems. Others describe it as the capacity to adapt and learn from experience. Still others argue that defining intelligence in these cognitive terms ignores other dimensions of intelligence, such as creativity, and practical and interpersonal intelligence (Santrock, 2010). So, based on Santrock's idea of intelligence it is very

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important for the definition of intelligence to combine some elements like creativity and to show that creativity through actions.

According to Santrock (2010) the problem with intelligence is that, unlike height, weight, and age, intelligence cannot be directly measured. We can't peel back a person's scalp and see how much intelligence he or she has. We can evaluate intelligence only indirectly by studying and comparing the intelligent acts that people perform (p.281 ). Thus, many psychologists proposed definitions of intelligence based on the emphasis of their theories.

Goleman (1998) stated that there are two different kinds of intelligences- intellectual and emotional-express the activity of different parts of the brain. The intellect is based solely on the workings of the neocortex, the more recently evolved layer at the top of the brain. The emotional centers are lower in the brain, in the more ancient subcortex; emotional intelligence involves these emotional centers at work, in concert with the intellectual centers. Among the most influential theorists of intelligence to point out the distinction between intellectual and emotional capacities was Howard Gardner, a Harvard psychologist, who in 1983 proposed a wide regarded model of "multiple intelligence". He listed seven kinds of intelligence include not just the familiar verbal and math abilities, but also two "personal" varieties: knowing one's inner world and social adeptness (p.375)

IDSTORY OF EMOTIONAL INTELLIGENCE

Emotional intelligence cannot be discussed without taking a cursory look at its inception scholarly. According to (Wikipedia, 2011), the earliest roots of emotional intelligence could be traced to Darwin's work on the importance of emotional expression for survival and, second, adaptation. In the 1900s, even though traditional

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