Emotional Intelligence and Academic Achievement among Secondary School Students in Kilifi County, Kenya: A Correlational Study

Jane Waithira Karimi, Dr Jacinta Aswani Kwena & Dr Alice Anika – Pwani University, Kenya
Email: janludoh@gmail.com

Received April 1, 2020; Revised April 7, 2020; Accepted April 9, 2020

Abstract: Poor academic performance in public examinations among secondary school students in Kenya, has been attributed to environmental factors. The main objective of this study was to establish the relationship between emotional intelligence and academic achievement among public secondary school students in Kilifi County. Correlational research design was adopted. The target population was year 2018 form four students in public secondary schools in Kilifi County. Purposive, simple random and cluster sampling procedures were used in the selection of schools and students. The study sample size was 271, comprised of 145 girls and 126 boys. Data was collected using adapted Schutte Self-Report Emotional intelligence Test. Students’ academic achievements data was obtained from mean scores of end of second term examination results. Data analysis was done using both descriptive and inferential statistical procedures. There was a strong positive relationship between emotional intelligence and academic achievement of the participants. Emotional intelligence domains were shown to relate significantly to academic achievement of the students. The study recommended that teachers, educators and stake holders in education should work together in enabling development of emotional intelligence of the students to enhance academic achievement. Curriculum developers should also consider incorporating emotional intelligence skills to the curriculum.