1.

0 INTRODUCTION

Emotional intelligence (EI) can be defined as the ability to monitor one's

own and other people's emotions, to discriminate between different emotions
and label them appropriately, and to use emotional information to guide thinking
and behavior. There are three models of EI. The ability model, developed by
Peter Salovey and John Mayer, focuses on the individual's ability to process
emotional information and use it to navigate the social environment. The trait
model as developed by Konstantin Vasily Petrides, "encompasses behavioral
dispositions and self perceived abilities and is measured through self report".
The final model, the mixed model is a combination of both ability and trait EI,
focusing on EI being an array of skills and characteristics that drive leadership
performance, as proposed by Daniel Goleman.

It has been argued that EI is either just as important as one's intelligence

quotient (IQ). As people with high EI have been proven to have greater mental
health, exemplary job performance, and more potent leadership skills, markers
of EI and methods of developing it have become more coveted in the past few
decades.

Learning style is an individual's natural or habitual pattern of acquiring

and processing information in learning situations. A core concept is that
individuals differ in how they learn. The idea of individualized learning styles
originated in the 1970s, and has greatly influenced education.

Proponents of the use of learning styles in education recommend that

teachers assess the learning styles of their students and adapt their classroom
methods to best fit each student's learning style. Although there is ample
evidence for differences in individual thinking and ways of processing various
 2

types of information, few studies have reliably tested the validity of using
learning styles in education. Critics say there is no evidence that identifying an
individual student's learning style produces better outcomes. There is evidence
of empirical and pedagogical problems related to the use of learning tasks to
"correspond to differences in a one-to-one fashion". Well-designed studies
contradict the widespread "meshing hypothesis", that a student will learn best if
taught in a method deemed appropriate for the student's learning style.

Academic achievement or (academic) performance is the outcome of

education — the extent to which a student, teacher or institution has achieved
their educational goals.

Academic achievement is commonly measured by examinations or

continuous assessment but there is no general agreement on how it is best tested
or which aspects are most important — procedural knowledge such as skills or
declarative knowledge such as facts.
2.0 REVIEW OF RELATED LITERATURE
The review of the literature for the present investigation has been divided
into three categories. These are as follows:
2.1 Studies on Emotional Intelligence
Since 1990, Peter Salovey and John J. Mayer have been the leading
researchers on emotional intelligence. In their influential article, “Emotional
intelligence”, he defined emotional intelligence as, “The subset of social
intelligence that involves the ability to monitor once own and others information
to guide ones thinking and actions” 1990. Mare and Salovey (1993) define
emotional intelligence as the ability to monitor one’s own and others feelings
and emotions to discriminate among them and to use this information to guide
ones thinking and action.
 3

Karim and Weisz (2011) examined the relationships amongst emotional

intelligence, work-family conflict, satisfaction with life, and psychological
distress among a sample of employees working in three public sector
organizations in Pakistan. Results indicated that emotional intelligence was
positively related to deep acting and satisfaction with life and negatively to
psychological distress.
Deniz et al. (2010) in their study examined the relationships between
emotional intelligence abilities and life satisfaction of the teachers working at
private special education institutions. The sample of the study consisted of 127
teachers, 87 women and 40 men, working at private special education
institutions in Konya, Turkey. Bar-On EQ Inventory, Satisfaction with Life
Scale and Demographic Information Form were conducted to the participants.
Stress management and general mood sub-dimensions were found to have
significant positive correlations with life satisfaction, whereas intrapersonal
skills, interpersonal skills and adaptability sub-dimensions had no significant
correlations with life satisfaction.
2.2 Studies on Learning Styles

Eyyam Ramadan Nazan Dogruer (2011) An investigation of the

Learning Styles of Prospective educators: The aim of this study was to
investigate the learning styles of prospective teachers in different Departments
in the Faculty of Education such as Turkish Language Teaching, Guidance and
Psychological Counseling, Pre-school Teacher Education, and Computer and
Instructional Technology Teacher Education at Eastern Mediterranean
University during the Academic Year 2009-2010 Spring Semester. Prospective
teachers have been asked to complete a Learning Styles Inventory. The data was
analyzed by using SPSS Statistical Program. It is found that there were
 4

differences in the learning styles of prospective teachers according to their

departmental choices and students from departments with similar subjects have
similar dominant styles.
Naik, Bijay (2010) A comparative study of Learning Styles of Business
Students: This research is investigated on learning styles of business students.
A sample of 156 undergraduate business students enrolled in two levels of
business statistics courses was used. The ILS instrument based on Felder-
Silverman model was selected. The survey was made anonymous and voluntary.
The ILS was administered to the students in the form of a printed questionnaire.
It was found that there was no significant difference in the learning styles
between male and female students. There was significant difference in the
learning styles between male and female students in the visual-verbal
dimension.
2.3 Studies on Academic Achievement

Ismail Hakki Erten (2009) Differences in academic achievement

among Turkish respective teachers of English as a foreign language: This
study seeks to explain prevalent gender differences in academic achievement of
84 third-year students enrolled in a pre-service ELT (English Language
Teaching) teacher training department. The study collected both qualitative and
quantitative data through semi-structured interviews from a sample of 38
students and content analysis of the data indicated that male and female teacher
trainee teachers has differentiated perceptions of social roles and as an artifact of
these roles, they differed in the quality and quantity of time and effort allocated
for their academic studies. Girls reported both long periods of time and more
efficient Meta cognitive disposition than their male peers. Another important
factor for the observed differences appeared to be the perception of teaching as a
 5

profession. (1) Female trainee teachers reported more intrinsic orientation

towards the profession whereas male trainee teachers mentioned more extrinsic
orientation which seemed to directly influence the participant’s engagement
with their academic endeavor.
Chowdhury, Aparajita; Kumari (2007) Role of Parental support in
satisfying children’s Needs and Academic Achievement: To explore the role
of parental support in satisfying children’s needs and academic achievement.
The sample consisted of 50 children of boys and girls studying in 7 th, 8th and 9th
grades in school, of which an equal number of boys and girls were included in
the sample. The school was in a predominantly middle-class community area.
The mean age of the students was 13.5 years, children’s need satisfaction,
family effectiveness and social support, Inventory and academic marks were
used as measures in the study. (1) Girls required more support from their parents
and at the same time their needs were also found to be more than those of the
boys. (2) With regard to the academic achievements, parental supports were
found to have a positive effect on their children’s academic performance.

3.0 RATIONALE OF THE STUDY

On the basis of the review of related literature, studies on Emotional

Intelligence, Learning Styles and Academic Achievement of Adolescent
Students have not been conducted so far. Therefore, the investigator feels it
important to conduct a research on Emotional Intelligence, Learning Styles and
Academic Achievement of Adolescent Students of 10th grade in the Bhadrak,
Orissa only. The purpose of this study shall to examine the Emotional
Intelligence, Learning Style and Academic Achievement of Adolescent Students
of 10th grade. This will help teachers and adult learners to understand better
these findings and use these findings to enhance classroom learning. This
 6

examination of these concepts can lead to a better understanding of the impact

of emotional intelligence, learning styles and academic achievement of
adolescent learners. It can also help adolescent learners to enhance their
classroom skills. Understanding one`s emotional intelligence and learning styles
can help the learner to improve academic achievement in class, but
understanding how emotional intelligence, learning styles and academic
achievement relatively together can open new doors to an adolescent skill.

4.0 STATEMENT OF THE PROBLEM

The problem is stated as under:
“EMOTIONAL INTELLIGENCE, LEARNING STYLES AND
ACADEMIC ACHIEVEMENT OF 10TH GRADE
ADOLESCENT STUDENTS”

5.0 OPERATIONAL DEFINITIONS OF THE TERMS

5.1 Emotional Intelligence: Buck (1985) has defined emotion as a

process by which motivational potential is realized or readout, when activated
by challenging stimuli.
In the present study, emotional intelligence means the scores gained by the
sample on EI inventory Hydel et al; (2001). The scale consists of ten factors.
These are: Self awareness, Empathy, Self motivation, Emotional stability,
Managing relations, Integrity, Self development, Value orientation, commitment
and Altruistic behavior.

5.2 Learning Styles: Learning Styles may be defined as the individual

learner's behavioral characteristics related to how the learner's process
 7

information and integrates it into their own knowledge base. The learning styles
of the learners
are affected by four main factors: i. Their immediate environment (sound, light,
temperature, seating design). ii. Their own emotionality (motivation,
persistence, responsibility). iii. Their sociological performance (learning alone
or in different sized groups). iv. Their physiological characteristics (perceptual
strengths represented by auditory, verbal, tactile, kinesthetic and sequenced
characteristics.
5.3 Academic Achievement: Academic achievement of boys and girls of
10th grade adolescent students refers to knowledge attained and skills developed
in the school subjects. Thus, academic achievement means the achievement of
students in academic subjects. For this purpose, the aggregate marks obtained by
the subjects in previous two examinations i.e, 8 th and 9th will be served as
measures of academic achievement.
Adolescence: Adolescent boys and girls for the present study meant the
school going adolescents falling in the age range of 15-17 years.
6.0 OBJECTIVES OF THE STUDY
The following objectives will be undertaken for the proposed study:
6.1 To study the emotional intelligence of 10th grade adolescent students.
6.2 To study the learning styles of 10th grade adolescent students.
6.3 To study the academic achievement of 10th grade adolescent students.
6.4 To compare adolescent boys and girl students on their emotional
Intelligence, learning styles and academic achievement.
6.5 To find the relationship between emotional intelligence on one hand
and learning styles and academic achievement of 10th grade
adolescent students.
 8

7.0 HYPOTHESES OF THE STUDY

The following hypotheses are formulated for the purpose of the study
7.1 Boys and girls will not differ significantly in their emotional
intelligence.
7.2 Boys and girls will not differ significantly in their learning style.
7.3 Boys and girls will not differ significantly in their academic
achievement.
7.4 There will be a positive relationship between emotional intelligence
and learning styles of 10th grade adolescent students.
7.5 There will be a positive relationship between emotional intelligence
and academic achievement of 10th grade adolescent students.
7.6 There will be a positive relationship between learning styles and
academic achievement of 10th grade adolescent students.
8.0 METHODOLOGY OF THE STUDY

The present study will be designed to study the Emotional Intelligence,

Learning Styles and Academic Achievement of 10th grade Adolescent Students.
The methodology of the study comprises research method, population, sample,
tool to be used etc.
8.1 Research Method
Descriptive method of research will be employed to carry out this piece of
research work.
8.2 Population
Students of the 5 government and 5 private secondary schools of Bhadrak
District Odisha will constitute the population of the study.
 9

8.3 Sample
The sample for the proposed study will consist of 200 10 th grade
adolescent students i.e., 50 boys and 50 girls each from the selected government
secondary schools and private secondary schools (100 boys and 100 girls). The
sample will be selected randomly from government and private schools of
Bhadrak district Odisha only.
8.4 Tools to be used for
The following tools will be used for the present study:
8.4.1 Emotional Intelligence Scale: Emotional Intelligence Scale prepared by
Anokool Hyde, Sanjyot Pethe and Upinder Dhar will be used to measure
Emotional Intelligence of adolescent students. It is a standardized tool.
Reliability: The reliability of the scale will be found out and can be
compared with the author’s result.
Validity: As all items were related to the variable under focus face
validity and content validity will be found out.
8.4.2 Learning Styles Inventory: Learning Styles Inventory prepared by Rita
Dunn, Keneth Dunn and Gary E. Price will be used to measure Learning Styles
of the adolescent students. It is a standardized tool.
Reliability and Validity: The reliability of the scale will be found out and can
be compared with the author’s result. Face validity and content validity will be
found out.
8.4.3. Academic Achievement of the students will be collected by giving them
self-constructed information blank in which they had to give the aggregate
percentage of marks of 8th and 9th class for each student will be noted from the
office records of the sample schools.
 10

8.5 Statistical Techniques to be Employed

In this proposed study, various statistical techniques will be used
according to the requirement of the study. Mean, standard deviation, t-value and
correlation will be calculated.
9.0 ANALYSIS AND INTERPRETATION OF DATA

The Collected data will be analyzed with the help of various Statistical
Technique and Interpretations will be made according to the objectives of the
study.
10.0 MAIN FINDINGS, DISCUSSION OF THE RESULTS,
EDUCATIONAL IMPLICATIONS SUGGESTIONS FOR
FURTHER STUDY AND CONCLUSIONS

After analysis and interpretation of results, the investigator will be in a position

to draw the major findings, discussion of the results in the light of the literature
already available and reviewed till date. After this the investigator will draw the
implications of the study and then suggestions for further will be made with
conclusions.

11.0 DELIMITATIONS OF THE STUDY

 The study will be based on the data collected from Government and
private Secondary Schools in Bhadrak District, Odisha only.
 The study will be further delimited to 200 10 th grade adolescent
students only.
 The study will be further delimited to the male and female students
of the Govt. and private Secondary Schools in Bhadrak District,
Odisha only.
 11

12.0 REFERENCES

Baljinder S., Maghar S. and Singh Kuldip (2009) The Influence of

Emotional Intelligence and Learning Style on Student’s
Academic Achievement; Faculty of Administrative Science
and Policies Studies, University Technology MARA Sarawak
Paper number: 523079

Chand S.K, (1992) A study of Personal Values of adolescent boys and

girls in relation to Socio-Economic Status and Academic
Achievement, M. Phil. Edu; Ravenshaw College, Cuttack, fifth
survey V-1, 727 review; Vol. 18(P.15-17)

Pada, M. (2000) “Analysis of Relationship between Academic

Achievement and School Interventions of Class IX students:
Journal of Educational Research and Extension, Vol. 37. No.
4. pp. 1-8

Sharma Parveen (2011) A Study of Learning Thinking Style of Secondary

School students in relation to their Academic Achievement
Sonepat-131001(Haryana) Neetu Lt. M.S. College of
Education Sector-2, Bahadurgarh-124507 (HR) India

Websites
www.google.com
www.wikipedia.com
http://en.wikipedia.org/wiki/Emotional_intelligence
http://en.wikipedia.org/wiki/Learning_styles
http://en.wikipedia.org/wiki/Academic_achievement