Relationship Between Emotional Intelligence, Academic Self-effacing, and Achievement Among Senior Secondary School Biology Students in Bosso Local Government

Abstract

This study examines the relationship between emotional intelligence, academic self-efficacy and academic achievement among Senior Secondary Biology students in Bosso Local Area Niger State. Four research objectives, four research questions and two corresponding research hypotheses guided the study. This study adopted a correlational research design. The population of the study comprised 3,929 Senior Secondary School (SS2) Biology students enrolled in the 2025/2026 academic session across sixteen (16) schools in Bosso Local Government Area. The sample size for the study comprises of three hundred and sixty five (365) SSII Biology students in Bosso Local Government area. The schools and students were selected using a simple random sampling technique through table of random numbers. Emotional Intelligence Questionnaire (EIQ), Self-Efficacy Questionnaire (SEQ) and Biology Achievement Test (BAT) were used to collect data. The validity of all the instruments were established by four experts in the field of Biology education, test and measurement and psychology from the department of science education in Federal University of Technology Minna. Internal consistency reliability of the EIQ and SEQ were established, the indices were calculated using Cronbach’s Alpha reliability formula and found to be 0.84 and 0.87 respectively. Test- retest was conducted for Biology Achievement Test (BAT) and the index was found to be 0.81 calculated using PPMC. The data collected were analyzed using both descriptive of Mean, standard deviation, and simple scatter plot to answer research question. Similarly, Pearson product moment coefficient was used to test the hypotheses at 0.05 level of significance. The results indicated that Senior Secondary Biology Students, possess a generally high level of emotional intelligence and self-efficacy and showed that there was a very weak positive relationship between emotional intelligence, academic self-efficacy and academic achievement. It was concluded that there is no significant relationship between emotional intelligence, self-efficacy and academic achievement in secondary school biology students in Bosso local government, Niger state. It was recommended among others that schools should provide targeted orientation programmes that develop students’ emotional intelligence and adequate academic competencies in learners.