SOCIAL INTELLIGENCE AS CORRELATE OF ACADEMIC ACHIEVEMENT IN MATHEMATICS AMONG SENIOR SECONDARY SCHOOL STUDENTS IN UMUAHIA NORTH LGA OF ABIA STATE

Abstract

This study determine the extent social intelligence and locus of control correlates with academic achievement in Mathematics among senior secondary school students in Abia State. The study adopted a correlational research design. Specifically, six research questions and six null hypotheses guided the study. The population of the study consisted of 8,783 2024/2025 senior secondary school class II (SS II) in Abia State. A sample of 878 senior secondary school class II students drawn through multistage sampling techniques was used for the study. The instruments for data collection were a 31-item researcher developed questionnaire titled “Students’ Social Intelligence Questionnaire (SSIQ)”and “Students academic Achievement in Mathematics Test (SAAMT). The instruments were validated by three experts one from educational guidance and counselling, one from Educational Psychology and one from Educational Measurement and Evaluation, all in College of Education, Michael Okpara University of Agriculture, Umudike, Abia State. Pearson product moment correlation statistic was used to determine the stability of the two instruments which yielded overall reliability indices of .50 while Cronbach Alpha was used to determine the internal consistency which yielded an overall coefficient of .92. Pearson Product Moment Correlation was used to answer the research questions raised for the study while Linear Regression Analysis was used to test the null hypotheses at 0.05 level of significance. Social Awareness, Social Skills to a very high extent relate to academic achievement in Mathematics in among senior secondary school students in Abia State. Finally the study revealed that the joint variable of social intelligence (Social awareness and Social Skills) and locus of control (Internal and External) to a very high extent relate to academic achievement in Mathematics in among senior secondary school students in Abia State. The study therefore recommend among other that school administrators should focus on creating inclusive learning environments that promote active listening, emotional support, and cross-cultural understanding.