Enhancing Students’ Emotional Intelligence in Biology Through Scaffolding-Enriched Diagnostic Assessment in Benue State
DOI:
https://doi.org/10.63561/fnas-jmse.v6i4.911Keywords:
Diagnostic Assessment, Scaffolding-Enriched Instruction, Emotional Intelligence, Biology, StudentsAbstract
The study was an attempt to enhance secondary school students’ emotional intelligence in Biology through scaffolding-enriched diagnostic assessment techniques in Benue State. Three questions were answered and three hypotheses tested at 0.05 level of significance. This study utilized a quasi-experimental design characterized by a non-randomized pre-test and post-test control group framework. Population comprised 19,357 Senior Secondary Two (SS II) students, 10,273 males and 9,084 females, enrolled in Biology across 183 public co-educational schools. Sample comprised 245 (153 males and 92 females) students. Students’ Emotional Intelligence Questionnaire in Biology (SEIQB) was developed by the researchers and validated by a panel of three experts. It had reliability value of 0.92 determined using Cronbach’s Alpha. Three research assistants taught the three groups, Scaffolding-enriched Diagnostic Assessment with Feedback and Remediation (SDAFR) Scaffolding-enriched Diagnostic Assessment with Feedback (SDAF) and Scaffolding-enriched Conventional Assessment (SCTA) and administered the instrument. Data were analyzed using mean and standard deviation (SD) to address the research questions. Analysis of Covariance (ANCOVA) was employed to test the null hypotheses. Bonferroni’s post hoc analysis was also used. The results revealed a significant difference in the mean emotional intelligence ratings of Biology students exposed to SDAFR, SDAF, and SCTA (F(3, 241) = 6.080, p = 0.003 < 0.05). Post hoc bivariate comparisons indicated significant differences (p < 0.05) between SDAFR and SDAF, and between SDAFR and SCTA, while no significant difference was observed between SDAF and SCTA (p > 0.05). Furthermore, findings showed no significant difference in the mean emotional intelligence ratings between male and female Biology students exposed to SDAFR (F(2, 72) = 0.916, p = 0.342 > 0.05) or SDAF (F(2, 88) = 2.778, p = 0.099 > 0.05). Based on these findings, it is recommended, among others that Biology teachers adopt SDAFR to enhance students’ emotional intelligence in Biology.
References
Abani, F. S., Jidda G. A., & Gazali, H. B. (2021). Utilization of Cognitive Diagnostic Assessment (CDA) as a feedback tool by secondary school teachers in Maiduguri Metropolis, Borno State. Kashere Journal of Education, 2(2), 171-178.
Agogo, P.O., & Achor, E.E. (2019). Research methods and statistics for beginners. Optimism Publishers.
Babajide, V.F.T., & Amosu, J. A. M. (2019). The influence of emotional intelligence on academic achievement of senior secondary school students in physics in educational District IV of Lagos State, Nigeria. Education & Science Journal of Policy Review and Curriculum Development, 9(2), 196-206.
Bayani, A.A. (2015). Emotional intelligence as predictor of test anxiety in secondary education students. European Online Journal of Natural and Social Sciences, 4(1), 1-7.
Benue State Teaching Service Board, Makurdi (2023). Records and Statistics of secondary schools in Benue State. Records and Statistics Unit, Makurdi.
Chamundeswari, S. (2013). Emotional intelligence and academic achievement among students at the higher secondary level. International Journal of Academic Research in Economics and Management Sciences, 2(4), 178-187.
Connor, C.D. (2018). The 10 qualities of an emotionally intelligent person. Retrieved 23th April, 2024 from https://medium.com/personal-growth/the-10-qualities-of-an- emotionally-intelligent-person-f595440af4fb
Emaikwu, S. O. (2015). Fundamentals of research methodology and statistics. Selfers Academy Press
Esomonu, N. P. E., & Eleje, J.N. (2020). Effect of diagnostic testing on students’ achievement in secondary school quantitative economics. World Journal of Education, 10(3), 178-187.
Federal Republic of Nigeria, (2014). National policy on education. National Educational Research and Development Council Press.
Hashempour, S., & Mehrad, A. (2014). The effect of anxiety and emotional intelligence on students’ learning process. Journal of Education & Social Policy, 1(2), 115-122.
Keller, T., Kim, J., & Elwert, F. (2023). Peer effects on academic self-concept: a large randomized field experiment. European Sociological Review, 39, 759–774.
Kolachina, A. (2014). Impact of emotional intelligence on academic achievements of expatriate college students in Dubai. International Journal of Social Science and Humanities Research, 2(2), 97-103.
Kpiranyam, F.S., Achor, E.E., & Fakaa, S.G. (2024). Scaling up emotional intelligence and critical thinking of students in biology using concept mapping strategies. Faculty of Natural and Applied Sciences Journal of Mathematics and Science Education, 5(4), 92- 101.
Mei-Shiu, C. (2016). Effects of teacher assessment and cognitive ability on self-concepts: Longitudinal mechanisms for children from diverse backgrounds. Saudi Journal of Engineering and Technology, 1(4), 180-189.
Nnaji, A.D., Eze, F.B., & Madu, B.C. (2020). Assessment of emotional intelligence and its relationship with students’ achievement in mathematics. International Journal of Mathematics and Statistics Studies, 8(2), 14-25.
Ofem, U.J., Idika, D., & Ovat, S.V. (2017). Effect of diagnostic and feedback assessment approaches in enhancing achievement in Mathematics among secondary school students in Calabar Municipality. International Journal of Scientific Research in Education, 10(2), 221-227.
Orokpo, A., & Achor, E.E. (2016). Improving students’ motivation through textbook illustration with feedback in learning of Biology in Makurdi Local Government Area. Benue State University Journal of Education, 16(1), 59-65.
Pool, L.D., & Qualter, P. (2012). Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students. Learning and Individual Differences, 22(3), 306-312.
Prakash, M. J., & Vasimalairaja, M. (2021). Influence of emotional intelligence and lateral thinking on achievement in biology of XI standard students. XIlkogretim Online - Elementary Education Online, 20(5), 2426-2432.
Shettima, F. S., Jidda, A. G., & Gazali, H. B. (2021). Utilization of cognitive diagnostic assessment (CDA) as a feedback tool by secondary school teachers in Maiduguri Metropolis, Borno State. Kashere Journal of Education, 2(2), 171-178.
Simonsmeier, B.A., Peiffer, H., Flaig, M., & Schneider, M. (2020). Peer feedback improves students’ academic self‑concept in higher education. Research in Higher Education, 61, 706–724.
Tehlan, I.B., & Dalal, M. (2018). A study of relationship between emotional intelligence and academic achievement of secondary school students. International Journal of Advanced Research in Management and Social Sciences, 7(3), 14-24.
Umar, A.Y. (2015). Effects of visual, audio, kinesthetic learning on emotional intelligence, attitude and performance in ecology among colleges of education students, North-West, Nigeria. Unpublished Thesis, Ahmadu Bello University, Zaria, Nigeria.
Vogt, K., Tsagari, D., Csépes, I, Green, A., & Sifakis, N. (2020). Linking learners’ perspectives on language assessment practices to teachers’ assessment literacy enhancement (TALE): Insights from four European countries. Language Assessment Quarterly, 17(4), 410-433.
Waiswa, H. C.A., Baguma, P.K., & Oonyu, J. (2020). Emotional intelligence and academic achievement among university upgrading (grade v) teacher students. African Journal of Education and Practice, 6(3), 39 – 64.
