INTEGRATING EMOTIONAL INTELLIGENCE IN CURRICULUM :DO FEMALE STUDENTS PERFORM BETTER THAN MALE STUDENTS? (70 - 80)

Abstract

The study examined the effects of integrating emotional intelligence on students’ performance in Mathematics across gender. Focus was on the Mathematics subject at the lower secondary level in Malaysia. A total of 123 students were involved as research participants; 61 males and 62 females. The participants received classroom instruction which integrates emotional intelligence. Data were collected over a period of nine weeks. A pre-test was conducted in the first week followed by seven weeks of instruction. A post-test was carried out in the final week. The Mathematics Achievement Test Multiple Choice Item (MATMI) and Mathematics Achievement Test Subjective Item (MATSI) were used as instruments to measure students’ achievement in the subject. Data collected were analysed using ANCOVA and MANCOVA. Generally, research results failed to prove that the effect of integrating emotional intelligence in teaching and learning process on students’ Mathematics performance were different across gender.