Effect of type of school, gender, and emotional intelligence on academic achievement of secondary school students: An analytical study

The present study was undertaken to study the academic achievement of secondary school students in relation to type of school, gender, and emotional intelligence. Academic achievement was treated as dependent variable while, type of school, gender, and emotional intelligence were treated as independent variables. A sample of 225 secondary school students was selected by using multi-stage stratified random sampling technique. Mangal Emotional Intelligence Inventory (MEII) Hindi Version by Mangal and Mangal (2004) [8] was used to collect data. The obtained data was analyzed by using Three Way ANOVA with 2×2×2 factorial design. Levene's Test of Homogeneity of Variance was also applied to test the assumption of homogeneity of variance for ANOVA. Main effect of type of school, gender and emotional intelligence on academic achievement of secondary school students was found to be significant. Significant interaction effect of gender & emotional intelligence was reported on academic achievement of secondary school students. Further, no significant interaction effects of type of school & gender; and type of school & emotional intelligence were reported on academic achievement of secondary school students. Triple interaction effect of type of school, gender, and emotional intelligence on academic achievement of secondary school students was found to be not significant. Thus, the findings of this research will prove beneficial for educators, parents, counselors etc. for providing better knowledge about this vital component of success and its important predictors.