SELF-REGULATION CUM EMPATHY: CONCEPTS OF EMOTIONAL INTELLIGENCE TOWARDS PUPILS’ ACADEMIC PERFORMANCE IN MATHEMATICS IN CALABAR

Abstract

This study investigated the influence of self-regulation and empathy on pupils’ academic performance in mathematics Calabar Metropolis. To carry out the study two null hypotheses were formulated. A comparative research design was employed. The descriptive survey research design was adopted for the study. The sample of the study comprised 76 teachers and 311 students from 3 public primary schools across Calabar Metropolis. Data were collected using two instruments including: Emotional Intelligence Questionnaire (EIQ) and Mathematics Achievement Tests (MAT). To test the hypotheses simple linear regression analysis was used. The findings revealed significant prediction of self-regulation and empathy on pupils’ academic performance in mathematics Calabar Metropolis. Based on the result of data analysis, the researcher arrived at the conclusion that self-regulation and empathy significantly predicts pupils’ academic performance in mathematics Calabar Metropolis. The researchers recommended that the educational authorities in Calabar Metropolis should prioritize the development of self-regulation skills among pupils through targeted interventions, such as training programs for teachers and incorporation of self-regulatory strategies into mathematics curricula, to enhance pupils' ability to manage their learning and improve academic performance in mathematics. Additionally, educators should integrate empathy-building activities into mathematics instruction to foster a supportive learning environment, encourage positive relationships between teachers and pupils, and promote pupils' emotional intelligence, ultimately leading to improved academic outcomes in mathematics.