n IFE PsychologIA : An International Journal - Emotional intelligence and self-efficacy as determinants of academic achievement in English language among students in Oyo State senior secondary schools

Volume 18, Issue 1
  • ISSN : 1117-1421


This study investigated the impact of emotional intelligence and self efficacy training on academic achievement in English Language of students in Senior Secondary Schools. The sample consisted of 270 participants drawn from nine co-educational schools across three selected educational zones. Simple random sampling technique was used to select three schools from each zone among those that met the inclusion criteria set for the study. Adopting a pre-test, post-test, control group quasi-experiile mental design, one null hypothesis was tested at 0.05 level of significance. Using Emotional Intelligence Training Package (EIPTA), Self Efficacy Training Package (SEPTA) and English Language Achievement Test (r=0.73), the administration of interventions lasted for eight weeks. Data were analysed using ANCOVA and the Duncan post hoc test to examine the impact of emotional intelligence and self efficacy training on the achievement of senior secondary school students in English language.

There was a significant main effect of treatment on students' academic achievement in English language (F (2,269) = 364.447, P<0.05). Students exposed to Emotional intelligence training (x=42.81) performed better in the English language achievement test than those in the Self-efficacy training group (x=33.88) and those in the Control group (x=27.89). Though Emotional intelligence and Self-efficacy trainings tremendously enhanced the performance of the students in English Language, Emotional intelligence training had a more significant impact on students' academic achievement. It is recommended that students' academic achievement should be enhanced with the use of emotional intelligence and self-efficacy training.

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