Abstract

This study examined emotional intelligence as a predictor of students’ academic achievement in mathematics among secondary school students in Nasarawa West Senatorial District, Nasarawa State, Nigeria. The purpose was to determine how emotional intelligence influences students performance and to identify possible emotional and psychological factors underlying their academic achievement in mathematics. A correlational research design was adopted for the study. A sample of 351 students from 8 senior secondary schools in the district , this is in accordance with krejcie and Mogan(1970) table for determining sample size. Two instruments were used for data collection: the Emotional Intelligence Scale (EIS) and students’ mathematics achievement test scores. Data were analyzed using Pearson Product Moment Correlation Coefficient and simple linear regression analysis. The findings revealed a significant positive relationship between emotional intelligence and students academic achievement in mathematics. The result indicates that emotional intelligence reflects the emotional and psychological causes that contribute to students learning outcomes such as self-awareness, social awareness, motivation, empathy, and self-regulation. The study concluded that students with higher emotional intelligence tend to perform better academically, particularly in mathematics. It was recommended that teachers, parents, and school counselors should pay more attention to the emotional and psychological development of students through guidance, counseling, and emotional skill-building programs to enhance their overall academic performance