Finding the Mathematical Connectivity of the Emotional Intelligence Skills through Numeracy Capability

Abstract

This study investigated the relationship between emotional intelligence (EI) and numeracy capability among students with Basic School Leaving Certificates in the Central Senatorial District of Ondo State, Nigeria. Aligned with educational policies promoting foundational numeracy for holistic development, the study examined whether EI is mathematically connected to numeracy skills. A correlational survey design was adopted, involving 385 students selected through multi stage sampling. The research drew on Sternberg's Triarchic Theory of Intelligence, Mayer and Salovey's Ability Model, and Goleman's Emotional Intelligence Theory. Data were collected using a researcher-adapted Emotional Intelligence Scale and a numeracy test focussed on foundational number concepts. Pearson's Product-Moment Correlation showed a statistically significant but weak positive relationship between EI and numeracy (r = 0.118, p = 0.044). The effect size (Cohen's d = 0.238) indicated a small yet educationally meaningful impact. Contextual factors such as school location and educational background potentially moderated the relationship, with urban and private school students performing better overall. The findings align with existing literature linking emotional regulation, motivation, and self-awareness to academic achievement. The study concludes that EI contributes modestly to numeracy development, supporting the integration of Social-Emotional Learning (SEL) into mathematics education. Recommendations include SEL focussed policy, teacher training, and further research on moderating variables.