TOPIC IS SUITABLE FOR:

1- Education

2- Guidance and Counselling Department

3- Curriculum Studies Department

4- Social Studies Education Department

TOPIC: EMOTIONAL INTELLIGENCE AND STUDENTS' INVOLVEMENT IN ACADEMIC ACTIVITIES AMONG CIVIC EDUCATION STUDENTS IN SENIOR SECONDARY SCHOOL IN UYO LOCAL GOVERNMENT AREA

TABLE OF CONTENT

Abstract

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objective of the Study

1.4 Research Questions

1.5 Research Hypothesis

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Definition of Terms

CHAPTER TWO: REVIEW OF LITERATURE

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Summary of Literature Review

CHAPTER THREE: METHODOLOGY

3.0 Introduction

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size

3.4 Sampling Technique

3.5  Instrument for Data Collection

3.6 Validity of the Instrument

3.7 Reliability of the Instrument

3.8 Method Of Data Collection 

3.9 Method of Data Analysis

3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.0 Introduction

4.1 Demographic Analysis 

4.2 Analysis of Research Questions

4.3 Test of Hypotheses

4.4 Discussion of Finding

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

5.2 Conclusion

5.3 Limitations of the Study

5.4 Recommendations

5.5 Suggestions for Further Studies

APPENDIX                                                                                                         

REFERENCES

ABSTRACT

This study examined emotional intelligence and students' involvement in academic activities among civic education students in senior secondary school in Uyo Local Government Area. Specifically the study will determine the relationship between self-awareness and Civic Education students’ involvement in academic activities, examine the relationship between self-regulation and Civic Education students’ involvement in academic activities, examine the relationship between social skills and Civic Education students’ involvement in academic activities, and determine the relationship between self-motivation and Civic Education students’ involvement in academic activities. This study was undertaken using descriptive survey research study design to examine these relationships.The selected population of respondents was 1,260 Senior Secondary School students who provide Civic Education in publicly owned secondary schools in Uyo Local Government Area. The calculated sample size was 304 and it was obtained through the Taro Yamane formula. The stratified and random sampling method was used to unite more stages of sampling through the selection of respondents in schools and classes. A four-point Likert scale questionnaire derived to gather information regarding emotional intelligence domains and academic engagement was used to acquire data in the form of a structured questionnaire. The responses were analysed using descriptive statistics such as use of mean scores and inferential statistics such as Pearson Chi-square tests were used to reach conclusions of the hypotheses. The findings indicated that there were statistically positive correlations among all the variables of emotional intelligence and academic involvement of students. The mean scores on self awareness ranged between 3.09 and 3.54; those on self-regulation between 3.14 and 3.62; social skills, 3.34 to 3.66; and self motivation, 3.29 to 3.70; all of which exceeded the cutoff mark of 2.50 hence strong positive associations. The study concludes that based on the findings, the study proposes schools should consider the inclusion of emotional intelligence education, professional skill-building of teachers concerning emotional proficiencies, should ensure reinforcement of school-based counseling, achievement of social-emotional learning policies and provision of peer mentorship programs as a measure of further engagement with the academic environment.

Keywords: Emotional Intelligence, Academic Involvement, Civic Education, Self-awareness, Self-regulation, Social Skills, Self-motivation.

CHAPTER ONE

INTRODUCTION (Preview)

1.1 Background of the Study

The complex nature of human development tends to revolve around a very fine balance between emotion, cognition and the interaction with others. This triangular relationship is drawing more and more attention in the field of education, especially since the advent of emotional intelligence (EI) as one of the key elements of success both in life and in academics. The changing discourse in the field of educational psychology has demonstrated that academic success does not simply depend on the intellectual ability of a student but is greatly impacted by non-cognitive processes, emotional awareness and control being an example of the latter (Addie, 2025). Emotional intelligence as the ability to identify, comprehend, control, and exploit emotions has been put in the spotlight of enabling comprehensive growth of students (Bada et al., 2024). With the trends in 21 st century learning towards learner centred paradigms, emotional and social regulation and the capacity of students to ensure these behaviours are becoming essential to their continued participation in any academic activity (Adeoye et al., 2024).

Emotional intelligence, as the concept that was cultivated in the academic realm, is vital to the developmental process of motivation, relationship with others and education morale towards performing the learning activities in students. Studies indicate that academically, emotionally intelligent students have a high chance of continuing education, stressing their academics, and cooperating constructively with their colleagues and teachers (Ogunode & Chijindu, 2022). Abdullahi and Sirajo, (2024) specify that emotional competence helps the students to build their goal setting, concentrate and adapt to the classroom requirements, thereby building their academic engagement. Such components of EI self-awareness, empathy, and self-regulation help students achieve the critical goal of surviving in the changing contexts of school surroundings with greater strength and determination. At the stage of secondary education, these competencies can be extremely important because at this age, teenagers have to pass the transition to the developmental period of adolescence when emotional disorders and high performance demands are common (Bashar, 2024).

Moreover, the idea of students engagement in academic processes is not limited to their presence or even obedience but it is related to an engaged participation, intrinsic motivation, and cognitive engagement as well. According to Oluwatoyin (2021), involvement can demonstrate the psychological extent to which students invest in their learning procedures. Emotional intelligence is a major moderating factor to this investment as it influences the perception of academic challenges held by students and how they react to them. Adeoye et al. (2024) argue that emotionally intelligent students prove themselves in terms of engagement as they are able to eliminate anxiety, communicate and even request support when they have to. The process of emotional regulation, specifically, enables a learner to be able to focus with distractions and thereby facilitates more profound learning and successful academic performance (Addie, 2025). Therefore, a mutual symbiosis is between emotional intelligence and academic engagement with one supporting the other to ensure that the educational experience of the students is improved.

Further drilling down to the students of Civic Education in local government senior secondary schools within Uyo Local Government Area, the pertinence of emotional intelligence is even higher. Civic Education requires an emotional maturity and participatory aspect of the work, which usually is not developed enough in adolescents due to its needed focus on a greater emphasis on democratic values, critical thinking, and social responsibility (Bada et al., 2024). When students live in a social-cultural environment where civic engagement and affectivity are strongly connected with one another, their emotional intelligence can be used to influence their participation to a great extent in classroom tasks, group projects, and activities related to citizenship (Ogunode & Chijindu, 2022). In addition to this, the nature of education in Uyo as highlighted by Abdullahi and Sirajo (2024) also demonstrates the necessity to study the role of emotional intelligence in student engagement in the Civic Education class, the course of national consciousness and responsible citizenship. The study will therefore aim at addressing the narrow connection between emotional intelligence and academic involvement among this group of individuals.

1.2 Statement of the Problem

Emotional intelligence has become a key element of the dynamic debate of education and its effect on the performance of students, their social life, and overall adjustment to the school system. Researchers like Adeoye et al. (2024) and Addie (2025) have placed importance on the value of emotional awareness and self-regulation in the process of facilitating successful learning among students not only academically but also socially as well. With the academic environment coming to terms with the shortcomings of one-dimensional cognitive methods of education, the inclusion of affective skills and competences such as emotional intelligence becomes fully necessary. The concept of Emotional competence, in particular, is applicable in terms of evaluating the engagement of students in Civic Education because the objective of this subject is to make socially accountable and well-balanced individuals. It is imperative to learn more about the relationship between emotional intelligence and the level of student engagement on academic tasks in order to harmonize educational progress and the requirements of the 21st century.

Nevertheless, in senior secondary schools, regardless of the seemingly unanimous recognition of the statement on the necessity of emotional intelligence in education, there is a prevalence of low academic engagement among the students especially in Civic Education. Ogunode and Chijindu (2022) opine that a good number of students do not engage in activities like debates, group tasks, civic discussions which are the main pillars of the subject matter. Ideally, Civic Education courses can promote both engagement and thinking as well as an emotional attachment to national values. However, according to the current observations in schools in Uyo Local Government Area, there is a difference between the anticipated and the actual levels of engagement of students (Abdullahi & Sirajo, 2024). It implies a possible lack of emotional skills required to remain in an academic process. This is in contrast to an ideal situation where Civic Education involves emotionally prepared students whose efforts to contribute significantly to the academic dimensions of Civic Education are possible.

Although past research already studied emotional intelligence regarding academic outcomes (Bada et al., 2024) and classroom performance (Oluwatoyin, 2021), no empirical evidence can be traced that directly relates emotional intelligence to the active engagement in Civic Education activities in students. Majority of the available research is prone to cross category groupings of the subjects without separating Civic Education, which is a highly subjective topic entrenched in values vs. participation and emotional insight. This poses an intellectual gap in knowing the specific lines of investigation into the influences of emotional intelligence uniquely on involvement in Civic Education situations. The subtleties of Civic Education require a narrower look at the affective characteristics that favor civic activity, but the body of literature is scarce in this respect as indicated by Bashar (2024). This gap is also aggravated by the lack of specific studies within the context of the Uyo LGA. Therefore, this study seeks to fill this empirical void by investigating the relationship between emotional intelligence and students’ involvement in academic activities among Civic Education students in senior secondary schools in Uyo Local Government Area.

1.3 Objectives of the Study

The overall aim of this study is to examine emotional intelligence and students' involvement in academic activities among civic education students in senior secondary school in Uyo Local Government Area. Hence, the study will be channeled to the following specific objectives;

i. Determine the relationship between self-awareness and Civic Education students’ involvement in academic activities

ii. Examine the relationship between self-regulation and Civic Education students’ involvement in academic activities

iii. Examine the relationship between social skills and Civic Education students’ involvement in academic activities

iv. Determine the relationship between self-motivation and Civic Education students’ involvement in academic activities

OTHER PARTS OF CHAPTER ONE INCLUDE:

1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7  Scope of the study

1.8 Definition of Terms

CHAPTER TWO

LITERATURE REVIEW  (Preview)

This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the contributions of scholars who had previously conducted studies on similar research topics. The chapter intends to deepen the understanding of the study and address the perceived gaps in existing literature. This chapter, therefore, focuses on the concept of emotional intelligence, students’ involvement in academic activities, the relationship between emotional intelligence and students’ involvement in academic activities, and emotional intelligence and students’ involvement in academic activities. The chapter covers the following subheadings:

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

2.4 Summary of Literature Review

CHAPTER THREE

RESEARCH METHODOLOGY  (Preview)

Research Design: The study adopted a descriptive research design.

Population of the Study: The population of the study comprises all Senior Secondary School students who offer Civic Education in public secondary schools in Uyo Local Government Area.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 304 participants.

Sampling Technique: The study employed a multi-stage sampling technique to select the individual respondents.

Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Chi-square and Pearson Chi-square, were used to test the hypotheses.

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

MAJOR FINDINGS (Preview)

The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that self-awareness has a positive relationship with Civic Education students’ involvement in academic activities, as evidenced by mean scores ranging from 3.09 to 3.54, all above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.68, t-value of 11.32, and p-value of less than 0.001 (p < 0.05), leading to the rejection of the null hypothesis. This indicates that self-awareness significantly relates to students’ involvement in academic activities.

ii. The study found that self-regulation has a positive relationship with Civic Education students’ involvement in academic activities, as evidenced by mean scores ranging from 3.14 to 3.62, all above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.74, t-value of 13.47, and p-value of less than 0.001 (p < 0.05), leading to the rejection of the null hypothesis. This indicates that self-regulation significantly relates to students’ involvement in academic activities.

iii. The study found that social skills have a positive relationship with Civic Education students’ involvement in academic activities, as evidenced by mean scores ranging from 3.34 to 3.66, all above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.70, t-value of 12.28, and p-value of less than 0.001 (p < 0.05), leading to the rejection of the null hypothesis. This indicates that social skills significantly relate to students’ involvement in academic activities.

iv. The study found that self-motivation has a positive relationship with Civic Education students’ involvement in academic activities, as evidenced by mean scores ranging from 3.29 to 3.70, all above the acceptance benchmark of 2.50. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.77, t-value of 14.39, and p-value of less than 0.001 (p < 0.05), leading to the rejection of the null hypothesis. This indicates that self-motivation significantly relates to students’ involvement in academic activities.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter covers the following outline:

5.1 Summary of the Study  

5.2 Conclusion

5.4 Recommendation

5.5 Limitation of the Study

5.6 Suggestions for Further Studies