This study investigated the impact of emotional intelligence and self efficacy training on academic achievement in English Language of students in Senior Secondary Schools. The sample consisted of 270 participants drawn from nine co-educational schools across three selected educational zones. Simple random sampling technique was used to select three schools from each zone among those that met the inclusion criteria set for the study. Adopting a pre-test, post-test, control group quasi-experiile mental design, one null hypothesis was tested at 0.05 level of significance. Using Emotional Intelligence Training Package (EIPTA), Self Efficacy Training Package (SEPTA) and English Language Achievement Test (r=0.73), the administration of interventions lasted for eight weeks. Data were analysed using ANCOVA and the Duncan post hoc test to examine the impact of emotional intelligence and self efficacy training on the achievement of senior secondary school students in English language.
There was a significant main effect of treatment on students' academic achievement in English language (F (2,269) = 364.447, P<0.05). Students exposed to Emotional intelligence training (x=42.81) performed better in the English language achievement test than those in the Self-efficacy training group (x=33.88) and those in the Control group (x=27.89). Though Emotional intelligence and Self-efficacy trainings tremendously enhanced the performance of the students in English Language, Emotional intelligence training had a more significant impact on students' academic achievement. It is recommended that students' academic achievement should be enhanced with the use of emotional intelligence and self-efficacy training.
Key words: Emotional intelligence, Self -efficacy, Academic achievement in English language.
The trend of results of students over the past one decade in English Language and Mathematics in the two major public examinations in Nigeria- the West African Examinations School Certificate Examinations (WASCE) and the National Examinations Council (NECO) has been that of poor performance as evidenced from Table 1 .
It is disheartening to note that despite the importance of English Language, the poor performance of students in this subject has continued unabated. English Language up till now is a compulsory subject at all levels of education and a credit pas in it is required for admission into tertiary institutions. Therefore if one weighs the vital role English language plays in the society against the backdrop of the continuously poor performance of students in the subject, it becomes imperative as Ibode (2004) pointed out that further steps need be taken to address the situation. Many studies, Adegbija, (2000) Adeagbo, (2004) and Palmer, (1994) have emphasized the effect of students' attitude, socio-economic background, gender and peer group influence on students' academic achievement. Apart from these factors, other factors that can also affect academic achievement include emotional intelligence and self- efficacy
Though the concept of emotional intelligence was first introduced in organizations, its relevance made the concept an inevitable concept of consideration in the educational sector too. Teaching emotional intelligence skills in schools is very important because it can positively affect academic achievement not only during the session they are taught, but in subsequent years as well (Elias, Brune, Butler, Blum dd Schumier, 1997). According to Caruso, Mayer and Salovey (2002), emotional intelligence skills and knowledge can be developed and learned and it matters most in times of change.
Emotional intelligence is an ability to recognize one's own feeling and those of others, for motivating self as well as one's relationship with others. Laabs' (1999) study of the climate of individual teacher's classroom concluded that teachers who are more aware of how students feel in the classroom are better able to design a learning environment that suits students and better able to guide them towards success. …