Meta-Analysis of Effect Size Statistic on the Relationship between Emotional Intelligence and Academic Achievement in North Central Nigeria

Prof. Emaikwu, S.O (PhD), C.I (PhD) Agi, and Ocheme Emmanuel Adoga
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Prof. Emaikwu, S.O (PhD): Department of Educational Foundations and General Studies, Federal University of Agriculture, Makurdi-Nigeria
C.I (PhD) Agi,: Department of Educational Foundations and General Studies, Federal University of Agriculture, Makurdi-Nigeria
Ocheme Emmanuel Adoga: Department of Educational Foundations and General Studies, Federal University of Agriculture, Makurdi-Nigeria

International Journal of Research and Innovation in Social Science, 2021, vol. 05, issue 1, 109-114

Abstract: The study investigated the relationship between emotional intelligence and students’ academic achievement in North Central Nigeria with respect to gender, age and educational level as moderator variables, and the interaction effect size through meta-analytic procedure. Methodological triangulation research design was adopted, and the population of the study consists of all published and unpublished previous research results on the relationship study which are numerically infinite. Sample of 30 primary studies, considering one, two or all three of the moderator variables were purposively and conveniently drawn from the population, using a pro forma titled “coding sheet†. Z-transformation, effect sizes and percentage were used to answer the research questions while Winer combined test statistic and two-way classification ANOVA were used to test the set hypotheses at 0.05 levels of significance. The obtained results revealed that the mean effect size statistic estimate on the relationship between emotional intelligence and students’ academic achievement with respect to the moderator variables and their interaction effect were significant. It was therefore recommended that the teaching, learning and assessment of emotional intelligence skills should be introduced in schools for both gender and across all ages and academic level to equip students with this competency for a better academic performance.

Date: 2021
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