Navigating academic performance: Unravelling the relationship between emotional intelligence, learning styles, and science and technology self-efficacy among preservice science teachers

Kwaku Darko Amponsah; Kenneth Adu-Gyamfi; Florence Christianah Awoniyi; Priscilla Commey-Mintah

doi:10.1016/j.heliyon.2024.e29474

Navigating academic performance: Unravelling the relationship between emotional intelligence, learning styles, and science and technology self-efficacy among preservice science teachers

Heliyon. 2024 Apr 16;10(9):e29474. doi: 10.1016/j.heliyon.2024.e29474. eCollection 2024 May 15.

Authors

Kwaku Darko Amponsah^{1

2}, Kenneth Adu-Gyamfi³, Florence Christianah Awoniyi¹, Priscilla Commey-Mintah¹

Affiliations

¹ Department of Teacher Education, University of Ghana, Legon, Accra, Ghana.
² Department of Science and Technology Education, University of South Africa, Pretoria, South Africa.
³ Department of Science Education, University of Cape Coast, Cape Coast, Ghana.

Abstract

This research investigated the effects of emotional intelligence, learning styles, and science and technology self-efficacy on academic performance. Ninety-one preservice science teachers enrolled in the Bachelor of Science degree programs (Science) in education at the University of Ghana for the academic year 2020-2021 participated in this research. The researchers collected data using grade point averages, the Science and Technology Self-Efficacy scale, and the Schutte Self Report Emotional Intelligence Test scale. Data were analyzed using mean, standard deviation, independent samples t-test, Pearson product moment correlation, and hierarchical multiple regression. The key findings in this research were that the study underscores the pivotal role of STEM field self-efficacy, especially for males, emphasizes the significance of nurturing confidence within the STEM field, and reveals a relationship between emotional intelligence and academic performance among preservice science teachers. This study adds to the literature examining factors influencing preservice science teachers' academic performance.

Keywords: Emotional intelligence; Gender; Learning style; Preservice science teachers; Science and technology self-efficacy.