Abstract
This study explored the study of Emotional intelligence and academic achievement of high school students of Model Residential School and Mainstream schools. The academic achievement was measured using t Composite test and promotion list from schools. Emotional Intelligence was measured using Emotional Intelligent scale for secondary school students (Suresh Vijayan and Subair).The study revealed that emotional intelligence and academic achievement of the Model Residential School students differ significantly from Mainstream school students.
COMPARATIVE STUDY OF THE ACADEMIC ACHIEVEMENT AND EMOTIONAL INTELLIGENCE OF STUDENTS FROM MODEL RESIDENTIAL AND MAINSTREAM SCHOOL
Remya Ravindran
Lecturer in Natural Science, Department of Teacher Education, Kannur University
[shc_shortcode class=”shc_mybox”]Published in: Contemporary Researches in Education, Edited by Dr.Asha J.V. and Naseerali M.K.[/shc_shortcode]
OBJECTIVES OF THE STUDY
HYPOTHESES OF THE STUDY
METHODOLOGY
The Investigator selected 280 sample of student for the study, consisting of 140students of Model Residential School at Kannur and Kasargod District and 140students of General Stream School at Kannur District. The Investigator used normative survey method for the study.
Design of the Study
Tools Used: Emotional Intelligent scale for secondary school students (Suresh Vijayan and Subair), Composite test, Achievement Test
Sample: Sample for the present study will be selected by random sampling method. The investigator selected 280 students as sample from Model Residential School at Kannur, Calicut and Kasargod district and General Stream School at Kannur.
Statistical Techniques Used: Arithmetic Mean, Standard Deviation, Correlation Coefficient, Test of Significant difference between means.
ANALYSIS AND INTERPRETATIONS OF THE DATA
Analysis of Emotional Intelligence of Secondary School Students of Model Residential School with respect to total sample
Results revealed that 11.42% of the total sample has low Emotional Intelligence, 77.85% have average emotional Intelligence and 10.71% have high emotional Intelligence.
Analysis of Emotional Intelligence of Secondary School Students of Model Residential School with respect to gender
Study revealed that 9.52% of boys have low emotional intelligence, majority of the subjects under investigation (80%) have average emotional intelligence and 10.47% have high emotional intelligence.
In the case of girls 17% seem to possess low E.I, a sizeable proportion of girls (71%) possess average emotional intelligence and remaining 11% of girls possess high emotional intelligence.
Analysis of Emotional Intelligence of Secondary School Students of Main Stream School with respect to total sample
Results revealed that 7.85% of the total sample has low Emotional Intelligence, 79.28% have average Emotional Intelligence and 18% have high Emotional Intelligence.
Analysis of Emotional Intelligence of Secondary School Students of Main Stream School with respect to gender
Study revealed that 4% of boys have low emotional intelligence, majority of subjects under investigation (83%) have average emotional intelligence, 11% have high emotional intelligence.
In the case of girls 10% possess low emotional intelligence, majority of subjects under investigation (75%) possess average and emotional intelligence 13% possess high emotional intelligence.
Important findings obtained in the second part of analysis are the following.
Comparison of Emotional Intelligence of Secondary School Students of Main Stream and Model Residential School with respect to total sample
In study illustrated that 10% of the Model Residential School students possess high emotional intelligence, 77% possess average emotional intelligence and 11% possess low emotional intelligence.
While analysing the sample of Main Stream School students 12% possess high emotional intelligence, 79% possess average emotional intelligence and 11% possess low emotional intelligence.
Comparison of the Emotional Intelligence of Boys of Model Residential School and Boys of Main Stream School
The study revealed that 80% of boys of Model Residential School possess average emotional intelligence, 10% possess high emotional intelligence and 9% possess low emotional intelligence
In the case of boys of Main Stream 83% possess average emotional intelligence, 11% possess high emotional intelligence, 4% possess low emotional intelligence.
Comparison of the Emotional Intelligence of the girls of Model Residential School and girls of Main Stream School.
Results revealed that 13% of girls of main stream possess high emotional intelligence, majority of subjects under investigation 75% possess average emotional intelligence and.10%possess low emotional intelligence.
In the case of girls of Model Residential School 11% possess high emotional intelligence, 71% possess average emotional intelligence and 17% posses low emotional intelligence.
Important findings obtained in the third part of analysis are the following
Comparison of the academic achievement of the students from Model Residential and Main Stream School based on the scores obtained in the Composite Test with respect to total sample
The study revealed that students of Model Residential School scored a mean of 26.7 and standard deviation of 4.69 and students of Main Stream scored a mean of 31.8 and standard deviation of 5.92. The C.R obtained is 7.99 which is significant at 0.05 level of significance. This indicates that there is a significant difference between the academic achievement of the students from Model Residential School and Main Stream School.
Comparison of the academic achievement of the students from Model Residential and Main Stream School based on the scores obtained in the Composite Test with respect to gender
The study revealed that boys of Main Stream scored a mean of 31.07 and standard deviation of 6.12 and girls of Main Stream scored a mean of 32.5 and S.D 5.70. The C.R 1.43 which is not significant at 0.05 level of significance. This indicates that there is no significant difference between the academic achievement of boys and girls of Main Stream.
The study revealed that boys of Model Residential School scored a mean of 26.5 and S.D of 4.63 and the girls scored a mean of 28.2 and S.D of 4.57. The C.R obtained is 1.90 which is not significant at 0.05 level of significance. This indicates that there is no significant difference between the academic achievement of boys and girls of Model Residential School.
The study revealed that the boys of Model Residential School scored a mean of 26.5 and S.D 4.63 and boys of Main Stream scored a mean of 31.07 and SD 6.12. The C.R obtained is 4.57 which is significant at 0.05 level of significance. There is a significant difference between the academic achievement of boys of Model Residential School and boys of Main Stream.
The study revealed that girls of Model Residential School scored a mean of 28.2 and S.D 4.57 and girls of Main Stream Scored a mean of 32.5 and S.D 5.70. The C.R obtained is 4.09 which is significant at 0.05 level of significance. Thus there is a significant difference between the academic achievement of girls of Model Residential School and girls of Main Stream.
Comparison of academic achievement of students from Main Stream and Model Residential School based on their marks in annual examination with respect to Total Sample
The studies revealed that the students of Model Residential School scored a mean of 73 and S.D 5.66 and students of Main Stream scored a mean of 83 and S.D of 6.68. The C.R 9.26 which is significant at 0.05 level of significance. Thus there exist a significant difference between the academic achievement of students from Model Residential and Main Stream School based on their marks in annual examination.
Comparison of academic achievement of students from Main Stream and Model Residential School based on their marks in annual examination with respect to gender
The studies revealed that boys of Model Residential School scored a mean of 73 and S.D 7.99 and girls scored a mean of 75 with S.D6.55. The C.R is 1.48 which is not significant at 0.05 level of significance. There exist no significant difference between the academic achievement of boys and girls of Model Residential School based on their marks in annual examination.
The study revealed that boys of Main Stream scored a mean of 83 and SD 5.38 and girls scored a mean of 85 and SD 6.75. The C.R is 1.93 which is not significant at 0.05 level of significance. Thus there exist no significant difference between the academic achievement of boys and girls of main stream.
The study revealed that the boys of Model Residential School scored a mean of 73 and S.D 7.99 and boys of Main Stream scored a mean of 83 and SD 5.38. The C.R is 9.90 which are significant at 0.05 level of significance. Thus there exist a significant difference between the academic achievement of boys of Main Stream and Model Residential School.
The study revealed that girls of Model Residential School scored a mean of 75 and S.D 6.55 and girls of Main Stream scored a mean of 85 and S.D 6.75. The C.R is 7.40 which are significant at 0.05 level of significant. Thus there exist significant difference between the academic achievement of girls of Model Residential and Main Stream based on their marks in annual examination.
Important findings obtained from the third part of the analysis are the following
Comparison of academic achievement of students from Model Residential School when groups are taken at differing level of intelligence with respect to total sample
The academic achievement of students from Model Residential School at differing levels of intelligence is compared within groups and between groups. It is done by using the test of significance of difference between mean.
The study revealed that students of Model Residential School with High E.I scored a mean of 28 and S.D 4.13 and the students with Low E.I scored a mean of 16 and S.D 3.25.The critical ratio between the students with low and high emotional intelligence is 8.39.Clearly it is greater than table value at 1.96 at .05 level of significance. This indicates that there exists a significant difference between the academic achievement of students with low E.I and High E.I
The study revealed that students of Model Residential School with Average E.I scored a mean of 21 and S.D 3.35 and the students with Low E.I scored a mean of 16 and S.D 3.25..The critical ratio between the students with low and average emotional intelligence is 6.73.Clearly it is greater than table value at 1.96 at .05 level of significance. This indicates that there exists a significant difference between the academic achievement of students with average E.I and low E.I
The study revealed that students of Model Residential School with Average E.I scored a mean of 21 and S.D 3.35 and the students with High E.I scored a mean of 28 and S.D4.13..The critical ratio between the students with average and high emotional intelligence is 6.30.Clearly it is greater than table value at 1.96 at .05 level of significance. This indicates that there exists a significant difference between the academic achievement of students with average E.I and High E.I.
Comparison of academic achievement of students from Main Stream School when groups are taken at differing level of intelligence with respect to total sample
The academic achievement of students from Main Stream School at differing levels of intelligence is compared within groups and between groups. It is done by using the test of significance of difference between mean.
The study revealed that students of Main Stream School with High E.I scored a mean of 31 and S.D 5.15 and the students with Low E.I scored a mean of 21 and S.D 4.73.The critical ratio between the students with low and high emotional intelligence is 5.34.Clearly it is greater than table value at 1.96 at .05 level of significance. This indicates that there exists a significant difference between the academic achievement of students with low E.I and High E.I
The study revealed that students of Main Stream School with High E.I scored a mean of 31 and S.D 5.15 and the students with Average E.I scored a mean of 29and S.D 6.14.The critical ratio between the students with high and average emotional intelligence is 1.48.Clearly it is less than table value at 1.96 at .05 level of significance. This indicates that there exists no significant difference between the academic achievement of students with average E.I and High E.I
The study revealed that students of Main Stream School with Low E.I scored a mean of 21 and S.D 4.73 and the students with Average E.I scored a mean of 29 and S.D6.14.The critical ratio between the students with average and low emotional intelligence is 5.22.Clearly it is greater than table value at 1.96 at .05 level of significance. This indicates that there exists a significant difference between the academic achievement of students with average E.I and low E.I
Comparison of academic achievement of students from Model Residential School when groups are taken at differing level of intelligence with respect to gender
The academic achievement of students from Model Residential School at differing levels of intelligence is compared within groups and between groups. It is done by using the test of significance of difference between mean.
The study revealed that boys of Model Residential School with High E.I scored a mean of 26 and S.D 4.44 and the boys with Low E.I scored a mean of 14 and S.D 4.25.The critical ratio between the boys with low and high emotional intelligence is8.21.Clearly it is greater than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for students with high emotional intelligence than that of boys with low emotional intelligence. This indicates that there exists a significant difference between the academic achievement of boys with low E.I and High E.I
The study revealed that boys of Model Residential School with Average E.I scored a mean of 21and S.D 3.58 and the boys s with Low E.I scored a mean of 14 and S.D 4.25.The critical ratio between the boys with low and average emotional intelligence is3.58.Clearly it is greater than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for boys with average emotional intelligence than that for boys with low emotional intelligence. This indicates that there exists a significant difference between the academic achievement of boys with average E.I and low E.I
The study revealed that boys of Model Residential School with High E.I scored a mean of 26 and S.D 4.44 and the boys with Average E.I scored a mean of 21 and S.D 3.58. The critical ratio between the boys with average and high emotional intelligence is 3.60.Clearly it is greater than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for boys with high emotional intelligence than that for boys with average emotional intelligence. This indicates that there exists a significant difference between the academic achievement of boys with average E.I and High E.I.
The study revealed that girls of Model Residential School with High E.I scored a mean of 30 and S.D 3.12 and the girls with Low E.I scored a mean of 20 and S.D3.10.The critical ratio between the girls with low and high emotional intelligence is8.34.Clearly it is greater than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for girls with high emotional intelligence than that for girls with low emotional intelligence. This indicates that there exists a significant difference between the academic achievement of girls with low E.I and High E.I
The study revealed that girls of Model Residential School with Average E.I scored a mean of 25and S.D 2.63 and the girls with Low E.I scored a mean of 20 and S.D3.10.The critical ratio between the girls with low and average emotional intelligence is3.67.Clearly it is greater than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for girls with average emotional intelligence than that for girls with low emotional intelligence. This indicates that there exists a significant difference between the academic achievement of girls with average E.I and low E.I
The study revealed that girls of Model Residential School with High E.I scored a mean of 30 and S.D 3.12 and the girls with Average E.I scored a mean of 25 and S.D 2.63.The table shows that the critical ratio between the girls with low and high emotional intelligence is 4.87.Clearly it is greater than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for girls with high emotional intelligence than that for girls with average emotional intelligence. This indicates that there exists a significant difference between the academic achievement of girls with average E.I and High E.I.
The study revealed that girls of Model Residential School with High E.I scored a mean of 30 and S.D 3.12 and the boys with High E.I scored a mean of 26 and S.D 4.44.The critical ratio between the boys and girls of Model Residential School with high emotional intelligence is 1.64.Clearly it is less than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for girls with high emotional intelligence. This indicates that there exists no significant difference between the academic achievement of boys and girls with High E.I
The study revealed that girls of Model Residential School with Average E.I scored a mean of 25and S.D 2.63 and the boys scored a mean of 21 and S.D 3.58. The critical ratio between the girls and boys with average emotional intelligence is6.10.Clearly it is greater than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for girls with average emotional intelligence than that of boys with average emotional intelligence. This indicates that there exists a significant difference between the academic achievement of boys and girls with average E.I
The study revealed that girls of Model Residential School with Low E.I scored a mean of 20 and S.D3.10.and the boys with Low E.I scored a mean of 14 and S.D4.25. The critical ratio between the boys and girls with low emotional intelligence is3.26.Clearly it is greater than table value at 1.96 at .05 level of significance. Again from the table we can see that mean value of achievement is high for girls with low emotional intelligence than that of boys with low emotional intelligence. This indicates that there exists a significant difference between the academic achievement of boys and girls with low E.I.
The study revealed that boys of Main Stream School with High E.I scored a mean of 33 and S.D 4.33 and the boys with Low E.I scored a mean of19 and S.D 2.94. The critical ratio between the boys with low and high emotional intelligence is 5.10.Clearly it is greater than table value at 1.96 at .05 level of significance. This indicates that there exists a significant difference between the academic achievement of boys with low E.I and High E.I
The study revealed that the boys of Main Stream School with Average E.I scored a mean of 30 and S.D 4.62 and the boys with Low E.I scored a mean of 19 and S.D 2.94.The critical ratio between the boys with low and average emotional intelligence is 6.11.Clearly it is greater than table value at 1.96 at .05 level of significance. This indicates that there exists a significant difference between the academic achievement of boys with average E.I and low E.I
The study revealed that the boys of Main Stream School with High E.I scored a mean of 33 and S.D 4.33 and boys with Average E.I scored a mean of 30 and S.D 4.62.The critical ratio between the boys with average and high emotional intelligence is1.82.Clearly it is less than table value at 1.96 at .05 level of significance. This indicates that there exists no significant difference between the academic achievement of boys with average E.I and High E.I.
The study revealed that girls of Main Stream School with High E.I scored a mean of 32 and S.D 5.59 and the girls with Low E.I scored a mean of 24 and S.D4.73. The table shows that the critical ratio between the girls with low and high emotional intelligence is3.22.Clearly it is greater than table value at 1.96 at .05 level of significance. This indicates that there exists a significant difference between the academic achievement of girls with low E.I and High E.I
The study revealed that the girls of Main Stream School with Average E.I scored a mean of 29 and S.D 5.15 and the girls with Low E.I scored a mean of 24 and S.D4.73.The critical ratio between the girls with low and average emotional intelligence is2.77.Clearly it is greater than table value at 1.96 at .05 level of significance.. This indicates that there exists a significant difference between the academic achievement of girls with average E.I and low E.I
The study revealed that the girls of Main Stream School with High E.I scored a mean of 32 and S.D 5.59 and girls with Average E.I scored a mean of 29 and S.D5.15.The critical ratio between the girls with high and average emotional intelligence is0 .889.Clearly it is less than table value at 1.96 at .05 level of significance. This indicates that there exists no significant difference between the academic achievement of girls with average E.I and High E.I.
The study revealed that girls of Main Stream School with High E.I scored a mean of 32 and S.D 5.59and the boys with High E.I scored a mean of 33 and S.D4.33. The critical ratio between the boys and girls of Main Stream with high emotional intelligence is 0.877.Clearly it is less than table value at 1.96 at .05 level of significance.. This indicates that there exists no significant difference between the academic achievement of boys and girls with High E.I
The study revealed that the girls of Main Stream School with Average E.I scored a mean of 29 and S.D 5.15 and the boys with Average E.I scored a mean of 30 and S.D4.62. The critical ratio between the girls and boys with average emotional intelligence is 1.07.Clearly it is less than table value at 1.96 at 0.05 level of significance. This indicates that there exists a significant difference between the academic achievement of boys and girls with average E.I
The study revealed that the girls of Main Stream School with Low E.I scored a mean of 24 and S.D4.73and the boys with Low E.I scored a mean of 19 and S.D 2.94. The critical ratio between the boys and girls with low emotional intelligence is1.68.Clearly it is less than table value at 1.96 at .05 level of significance. This indicates that there exists no significant difference between the academic achievement of boys from Model Residential and Main Stream School.
Comparison of academic achievement of students from Model Residential School and Main Stream School when groups are taken at differing level of intelligence with respect to total sample
The academic achievement of students from Model Residential and Main Stream School at differing levels of intelligence is compared within groups and between groups. It is done by using the test of significance of difference between mean.
The study revealed that students of Model Residential School with high E.I scored a mean of 28 and S.D 4.13 and students of Main Stream with high E.I scored a mean of 31 and S.D of 5.15.The critical ratio between the academic achievement of students from Main Stream School and Model Residential School with High E.I is 5.21.Clearly it is greater than table value 1.96 at 0.05 level of significance. This means that there exists a significant difference in the academic achievement of students from Main Stream and Model Residential School with High E.I.
The study revealed that students of Model Residential School with Average E.I scored a mean of 21 and S.D 3.35 and students of Main Stream with Average E.I scored a mean of 29 with S.D6.14.The critical ratio between the academic achievement of students from Main Stream School and Model Residential School is12.12.Clearly it is greater than table value 1.96 at 0.05 level of significance. This means that there exists a significant difference in the academic achievement of students from Main Stream and Model Residential School with average E.I.
The study revealed that students of Model Residential School with low E.I scored a mean of 16 and S.D 3.86 and students of Main Stream with low E.I scored a mean of 21 with S.D 4.73.The table shows that the critical ratio between the academic achievement of students from Main Stream School and Model Residential School is 7.72.Clearly it is greater than table value 1.96 at 0.05 level of significance.. This means that there exists a significant difference in the academic achievement of students from Main Stream and Model Residential School with average E.I.
Comparison of academic achievement of students from Model Residential School and Main Stream School when groups are taken at differing level of intelligence with respect to gender
The study revealed that boys of Model Residential School with high E.I scored a mean of 36 and S.D 4.44 and boys of Main Stream scored a mean of 33 and S.D 4.33.The critical ratio between the academic achievement of boys from Main Stream School and Model Residential School with High E.I is7.44.Clearly it is greater than table value 1.96 at 0.05 level of significance. This means that there exists a significant difference in the academic achievement of boys from Main Stream and Model Residential School with High E.I.
The study revealed that the boys of Model Residential school with average E.I scored a mean of 21 and S.D 3.55 boys of Main Stream with average E.I Scored a mean of 30 and S.D 4.62The critical ratio between the academic achievement of boys from Main Stream School and Model Residential School with Average E.I is9.61.Clearly it is greater than table value 1.96 at 0.05 level of significance. This means that there exists a significant difference in the academic achievement of boys from Main Stream and Model Residential School with Average E.I.
The study revealed that boys of Model Residential School with Low E.I scored a mean of 14 and S.D 4.25 and boys of Main Stream with Low E.I scored a mean of 19 and S.D 2.94.The critical ratio between the academic achievement of boys from Main Stream School and Model Residential School with Low E.I is 2.85.Clearly it is greater than table value 1.96 at 0.05 level of significance. This means that there exists a significant difference in the academic achievement of boys from Main Stream and Model Residential School with Low E.I.
The study revealed that girls of Model Residential School with high E.I scored a mean of 30 and S.D 3.12 and girls of Main Stream scored a mean of 32 and S.D5.59.The critical ratio between the academic achievement of girls from Main Stream School and Model Residential School with High E.I is 0.666.Clearly it is less than table value 1.96 at 0.05 level of significance. This means that there exists no significant difference in the academic achievement of girls from Main Stream and Model Residential School with High E.I.
The study revealed that the girls of Model Residential school with average E.I scored a mean of 29 and S.D 5.15 and girls of Main Stream with average E.I scored a mean of 25 and S.D 2.63.The critical ratio between the academic achievement of girls from Main Stream School and Model Residential School with High E.I is 4.61.Clearly it is greater than table value 1.96 at 0.05 level of significance.. This means that there exists a significant difference in the academic achievement of girls from Main Stream and Model Residential School with Average E.I.
The study revealed that girls of Model Residential School with Low E.I scored a mean of 20 and S.D 3.10 and girls of Main Stream with Low E.I scored a mean of 24 and S.D4.73.The critical ratio between the academic achievement of girls from Main Stream School and Model Residential School with Low E.I is3.03.Clearly it is greater than table value 1.96 at 0.05 level of significance. This means that there exists a significant difference in the academic achievement of girls from Main Stream and Model Residential School with Low E.I.
Important findings in the fourth part of analysis are the following.
Analysis of the relationship between Emotional Intelligence and Academic achievement of Model Residential School students with respect to total Sample.
The correlation obtained between Emotional Intelligence and academic achievement of the students from Model Residential School is 0.224 which is positive and statistically significant at 0.05 level of significance. This means that there exist a significant relationship between emotional intelligence and academic achievement for total sample.
Analysis of the relationship between Emotional Intelligence and Academic achievement of Model Residential School students with respect to gender
The correlation between emotional intelligence and academic achievement for boys of Model Residential School is 0.237 which is positive and statistically significant at 0.05 level of significance. This means that there exist a significant relationship between Emotional Intelligence and academic achievement of boys.
The correlation between emotional intelligence and academic achievement for girls of Model Residential School is 0.423 which is positive and statistically significant at 0.05 level of significance this means that there exist a significant relationship between Emotional Intelligence and academic achievement of girls from Model Residential School.
Analysis of the relationship between Emotional Intelligence and Academic achievement of Main Stream School students with respect to total Sample.
The correlation between emotional intelligence and academic achievement of students from Main Stream School is 0.258 which is positive and statistically significant at 0.05 level of significance. This means that there exist a significant relationship between emotional intelligence and academic achievement for total sample.
Analysis of the relationship between Emotional Intelligence and Academic achievement of the Main Stream School with respect to gender.
The correlation between emotional intelligence and academic achievement of boys from Main Stream is 0.276 which is positive and significant at 0.05 level. Thus there exist a significant relationship between the academic achievement and emotional intelligence for boys.
The correlation between emotional intelligence and academic achievement of girls from Main Stream is 0.335 which is positive and significant at 0.05 level. Thus there exist a significant relationship between the academic achievement and emotional intelligence for girls.
Analysis of the Relationship between the Emotional Intelligence and Academic Achievement of students from Model Residential and Main Stream School with respect to total sample
The correlation between emotional intelligence and academic achievement of the students from Model Residential School is 0.224 which is positive and significant at 0.05 level of significance. There exist a significant relationship between emotional intelligence and academic achievement of students from Model Residential School with respect to total sample.
Analysis of the Relationship between the Emotional Intelligence and Academic Achievement of students from Model Residential and Main Stream School with respect to gender
The correlation between the academic achievement and emotional intelligence of boys from Model Residential school is 0.237 which is positive and statistically significant at 0.05 level. There exist a significant relationship between the emotional intelligence and academic achievement for boys of Model Residential School.
The correlation between academic achievement and emotional intelligence for girls of Model Residential School is 0.423 which is positive and statistically significant at 0.05 level of significance. There exist a significant relationship between academic achievement and emotional intelligence for girls of Model Residential School.
The correlation between academic achievement and emotional intelligence for boys of Main Stream School is 0.276 which is positive and significant at 0.05level of significance. There exist a significant relationship between emotional intelligence and academic achievement for the boys of General Stream.
The correlation between academic achievement and emotional intelligence for girls of General Stream School is 0.335 which is positive and significant at 0.05 level of significance. There exist a significant relationship between emotional intelligence and academic achievement for girls of General Stream.
EDUCATIONAL IMPLICATIONS
The study has yielded valid findings which are of immense use in the field of education. The findings of the study emphasized not only on the development of cognitive professional skills but also the affective skills. Here the child learns to be good listeners. People who have high EQ has high score on empathy and empathy occurs through good listening. Training in Emotional Intelligence teaches the child not to give away to misgivings and misinterpretation of feelings in other for it leads to hostility and bias. This study paves a way to those students entering into their puberty span to overcome stresses encompassing them by developing a better attitude towards emotional turmoil.
This study also enlightens on the availability of proper education to all irrespective of their caste, creed. Government should focus on promoting better education to those socially and economically deprived students so that they can stand side by side with their privileged counterparts and to complete with the world engraved with the fever of globalization.
REFERENCES
Ansbacher, M.L., & Ansbacher, R. (1956). The individual psychology of Alfred Adler. New York: Basic Books.
Anastasi, A. (1982).Psychological Testing. New York: Mcmillan.
Dongre, Amol., & Pradeep, R. (2011). Health-promoting school initiative in Ashram schools of Wardha district. The National Medical Journal of India, 24,140-145
Bajpai, N., Dholakia, R.H., & Sachs, J.D. (2005). CGSD Working Paper Series: vol. 28.Scaling up Primary Education Services in Rural India. New York: Centre on Globalization and Sustainable Development, The Earth Institute at Columbia University.
Balagopalan, S., & Subrahmanian, R. (2003). Dalit and Adivasi Children in Schools: Some Preliminary Research Themes and Findings. Brighton: Institute of Development Studies.
Bardach, (2008).Leading schools with Emotional Intelligence. Retrieved from http://www.ERIC.ed.gov.Document No (ED499642).
Bajpai, S. (1998). Effect of age, sex and locale on self-concept of high schools tribal adolescents. Indian Psy. Rev, 251-255.Retrieved from http://www.kon.org.
Best, J.W., & Kahn, J.V. (2006). Research in Education(9^{th} edition). New Delhi: Prentice Hall.
Bloom, B. (1980). All our children learning. New York: Mc Graw Hill.
Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: User’s manual. Toronto: Multi-Health Systems.
Boyatzis, R. E. (1994). Stimulating self-directed learning through the Managerial Assessment and Development Course. Journal of Management Education, 18(3), 304-323.
Boyatzis, R. E., Goleman, D., & Rhee, K. S. (1997). Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory (ECI). In R. Bar-on, & J. D. Parker (Eds.), Handbook of emotional intelligence. San Francisco, CA: Jossey-Bass.
Crow., L.D. and Crow, (1969). Adolescent development and adjustment. United States: Mc Grow – Hill Book Company.
Coover ,&Murphy,(2000).The communicated self. Human Communication Research, 26, (1), 125-148
Census of India, (2002).Primary Census Abstract: Census of India 2001. New Delhi: Government of India. Retrieved from http://gov of India.nic.in
Chalam, K.S. (2000). Promoting Schooling among Scheduled Caste Children in Andhra Pradesh. Study sponsored by the Andhra Pradesh DPEP, Andhra University.
Devi, S., & Mayuri, K. (2003). The effects of family and school on the Academic Achievement of residential school children. J. Comm.Guid. Res, 20(2), 139-148.Retrieved from http://psycnet.apa.org.
Herbers, Janette E. 2011 Direct and Indirect Effects of Parenting on the Academic Functioning of Young Homeless Children. Retrieved from http://www.ERIC.ed.gov.Document No (ED914057)
Duraisamy, P. (2001). Effectiveness of Incentives on School Enrolment and Attainment. Journal of Educational Planning and Administration, 155-177.
Janxia., Du. &Sansing, (2004).The Impact of Technology Use on Low-Income and Minority Students’ Academic Achievements. Retrieved from http://www.ERIC.ed.gov.Document No (ED485086)
Davies, M. (1998). Emotional intelligence: In search of an elusive construct. Journal of Personality and Social Psychology, 75, 989-1015.
Feist, G. J., & Barron, F. (1996, June). Emotional intelligence and academic intelligence in career and life success. Paper presented at the Annual Convention of the American Psychological Society, San Francisco, CA..
Garrett, Henry. (2005). Statistics in Psychology and Education. New Delhi: Paragon International Publishers.