A two-way interaction effects of gender and age on emotional intelligence and academic achievement of students in the colleges of education in the Volta zone of Ghana

Abstract

Globally, various studies have examined factors influencing students' academic achievement (AA). Some investigations have examined emotional intelligence (EI) separately from academic achievement (AA). Therefore, we assessed the combined impact of both. This investigation examined the connection between EI and AA among students in the Colleges of Education (CoE) in the Volta zone of Ghana, taking gender and age into account. Using purposive sampling, proportionate, and a table of random numbers, 500 selected CoE students in the Volta zone finalised the EI instruments. The results showed no gender and age interaction on EI. However, there was a gender distinction in EI, with females exhibiting higher EI than their male counterparts. The results once again showed a non-significant gender and age interaction in the AA of students. The outcome revealed that gender and age did not interact with the linkage between EI and AA of students. Although age alone failed to moderate the connection between social awareness and AA among students, gender moderated it. The findings call for educators to receive training and professional development opportunities to understand better and support the emotional development of male and female students.

Keywords

• Emotional Intelligence (EI)
• Academic Achievement (AA)
• Gender
• Age
• College of Education (CoE) and Students