Emotional Intelligence as a Predictor of Academic Achievement among Secondary School Students in Kiambu County, Kenya

Abstract

The aim of this study was to establish if emotional intelligence predicts academic achievement among form four students in public secondary schools in Kiambu County, Kenya. The study was anchored on social cognitive theory developed by Bandura in 1986. This study used correlational research design. Data were collected from 11 secondary schools out of 43 secondary schools in Kiambu Sub-County. The study sample comprised of 390 students from the 11 secondary schools. Two types of sampling procedures; proportionate sampling and simple random sampling were used to select the sample. The form four students who participated in the study were selected using simple random sampling. Emotional Intelligence Scale was used as the primary tool to collect data. Pilot study was conducted in one school in Kiambu Sub County to establish the validity and reliability of the research tools. Demographic data were analyzed by use of descriptive statistics and emotional intelligence and academic achievement data were analyzed by use of inferential statistics (Pearson correlation, regression analysis and one way ANOVA) with the help of SPSS program version 20.The findings revealed that emotional intelligence and academic achievement  had a significant positive relationship (r (374) = .236, p = .00). The results of one-way ANOVA on the mean differences in academic achievement scores based on the three levels of emotional intelligence, showed that the three-group differed significantly. The study makes the following recommendations; student counsellors, teachers and school administrators should come up with training program for students on the development of emotional intelligence skills.  All the stakeholders in education sector should ensure that secondary schools provide positive learning experiences to enhance development of cognitive constructs that enhance academic achievement.