Research proposal final

A Project Report On “To study the effects of emotional intelligence on student’s academic performance” In partial fulfilment of the requirements of Summer Research Project in the Masters of Business Administration programme at GLS University Submitted to Faculty of Managements Under the Guidance of (Internal Guide Name & Designation)

By Student Name Enrolment Number Yatri Rathod 202000620010636 Janhavi Lodha 202000620010566 Batch: 2020-22

Faculty of Management Certificate This is to certify that Ms Yatri rathod 20200062010636, student of faculty of management has successfully completed his/her Summer Research Project on “Topic” in partial fulfillment of the requirements of MBA program of GLS University. This is his original work and has not been submitted elsewhere. This is to certify that Ms Janhvi lodha 20200620010566 student of faculty of management has successfully completed his/her Summer Research Project on “Topic” in partial fulfillment of the requirements of MBA program of GLS University. This is his original work and has not been submitted elsewhere.

Dr. Hitesh Ruparel Assistant professor

Date: Place:

Pooja shah

Declaration I, Yatri rathod and Janhavi lodha ,student of Faculty of Management hereby declare that I have successfully completed this project on ‘Topic’ in the academic year 2021-22. I declare that this submitted work is done by me and to the best of my knowledge; no such work has been submitted by any other person for the award of degree or diploma. I also declare that all the information collected from various secondary sources has been duly acknowledged in this project report. Student Name Yatri rathod Janhavi lodha

PREFACE As a part of MBA Curriculum and in order to gain practical knowledge in the field of Management, we have prepared a report on ” To study the effect of emotional intelligence on university students of Ahmedabad " The MBA program is a well-structured and course of business management at GLS University. The main objective of preparing the comprehensive project is to develop skills in students by providing them an opportunity to relate practical experience with the theoretical concepts and principles of business management. The research has taught me the various aspects of Emotional intelligence and has given us a deep insight about various indicators of emotional intelligence.

ACKNOWLEDGEMENT Comprehensive Project has provided us with an opportunity to gain information on emotional intelligence. It was an experience of applying the concepts as well as the knowledge learned during classrooms in real life practical situations. We take immense pleasure in taking this as an opportunity to express my deepest gratitude to all those people whose guidance and support has made it possible for us to complete this project successfully. First and foremost, we would like to convey our gratitude to GLS University for providing us with the huge platform for doing this Comprehensive Project. We are thankful to our Dean, Faculty of Management, Dr. Hitesh Ruparel for providing us constant support from the institute. And our deepest gratitude to our internal guide , Prof. pooja shah who has provided us with her invaluable guidance, suggestions and directions, which enabled us during all stages of this project. Finally, we would like to convey our deepest regard to everyone who has directly or indirectly helped us in accomplishing this project.

EXECUTIVE SUMMARY This research has been done on emotional intelligence “To study the effect of emotional intelligence on university students of Ahmedabad .”The main objective of conducting this research is to study how emotional intelligence affects students in Ahmedabad . How emotional intelligence is important for students in their life and how much are they aware about it. It is also done to study the association between emotional intelligence indicators and various demographic factors like age, gender, education etc. Emotional intelliegence is something which we can develop in all age group ,unlike intelligence. Hence, it is considered as utmost part in our development. Emotional intelligence (EI) forms the juncture at which cognition and emotion meet, it facilitates our capacity for resilience, motivation, empathy, reasoning, stress management, communication, and our ability to read and navigate a plethora of difficulties. In this report we have conducted a study on emotional intelligence to understand how it affects the university students. it covers the various indicators of emotional intelligence .it also covers about awareness of intelligence amongst students . Emotional intelligence (EQ) is a different type of intelligence. It’s about being “heart smart,”not just “book smart.” The evidence shows that emotional intelligence  matters just as much as intellectual ability, if not more so, when it comes to happiness and success in life. Emotional intelligence helps you build strong relationships, succeed at work, and achieve your goals. It is the ability to identify, use, understand, and manage your emotions in positive and constructive ways. It's about recognizing your own emotional state and the emotional states of others. Emotional intelligence is also about engaging with others in ways that draw people to you.  This research has been conducted on university students of Ahmedabad city. The survey has been conducted on 71 respondents in which descriptive research design has been used for research purpose. Primary data collection method has been used through structured questionnaire. Data has been collected from respondents who have studied in university.

Chapter 1 2 3 4 5 6 7 8 9 10

INDEX content Introduction Literature review Research methodology Data analysis and interpretation findings conclusion limitation recommendation References annexure

Page no.

Chapter 1 Introduction

Education industry India holds an important place in the global education industry. India has one of the largest networks of higher education institutions in the world. However, there is still a lot of potential for further development in the education system. With ~26.31% of India’s population in the age group of 0-14 years, India’s education sector provides numerous opportunities for growth. The education and training sector in India witnessed some major investments and developments in the recent past. Some of them are:  

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In June 2021, Amazon India launched Machine Learning Summer School to help students learn new skills. Domestic service providers have formed JV with foreign players. For example, GMR Aviation Academy and UAE-based Emirates Group Security will jointly offer various aviation and security courses in India. In May 2021, the Institute of Health & Management (IHM), Australia, announced its plan to offer scholarships worth Rs. 10 crore (US$ 1.3 million) to nurses in India to recognise their commitment and dedication amid the COVID-19 pandemic. The scholarship will be offered to those nurses undertaking the ‘Gateway to global nursing programme’. In May 2021, the BITS School of Management (BITSoM) joined forces with London Business School (LBS). This partnership will focus on three segments —student engagement programme, LBS faculty teaching at BITSoM and developing joint executive programme in the space of women leadership. In May 2021, Virohan a healthcare ed-tech start-up, which provides vocational training for paramedics, raised US$ 3 million in the Series A funding from Rebright Partners. As per the Union Budget 2021-22, under the NISHTHA training programme around 5.6 million teachers are to be trained in 2020-21. In April 2021, Education India—India’s academic partner and a start-up in the field of education—is set to invest Rs. 20 crore (US$ 2.4 million) in School Acquisition Module. The company is planning to have more than 200 schools on lease Module until 2023. On April 1, 2021, Union Education Minister launched the ‘MyNEP2020’ Platform of the NCTE Web Portal. The platform seeks to invite suggestions/inputs/memberships from stakeholders for preparing drafts for development of the National Professional Standards for Teachers (NPST) and the National Mission for Mentoring Program Membership (NMM). The ‘MyNEP2020’ platform will be operational from April 1, 2021 to May 15, 2021. In January 2021, troops of the Indo-Tibetan Border Police (ITBP) launched an internet tools-based learning centre for school-going children in a Naxal violence-affected district of Chhattisgarh.

Government Initiatives Some of the other major initiatives taken by the Government are: 

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In April 2021, India along with Bangladesh, Brazil, China, Egypt, Indonesia, Mexico, Nigeria and Pakistan joined the United Nation’s E9 initiative. E9 initiative is the first of a three-phased process to co-create an initiative on digital learning and skills, targeting marginalised children and youth, especially girls. The initiative aims to accelerate recovery and advance the Sustainable Development Goal 4 agenda by driving rapid change in education systems. According to Union Budget 2021-22, the government allocated Rs. 54,873.66 crore (US$ 7.53 billion) for Department of School Education and Literacy, compared with Rs. 59,845crore (US$ 8.56 billion) in Union Budget 2020-21. The government allocated an expenditure budget of Rs. 38,350.65 crore (US$ 5.28 billion) for higher education and Rs. 54,873 crore (US$ 7.56 billion) for school education and literacy. The government also allocated Rs. 3,000 crore (US$ 413.12 million) under Rashtriya Uchchatar Shiksha Abhiyan (RUSA). Under the Union Budget 2021-22, the government has placed major emphasis on strengthening the country’s digital infrastructure for education by setting up the National Digital Educational Architecture (NDEAR). In January 2021, in order to mitigate the impact of challenges created due to COVID-19 pandemic, the Ministry of Education issued guidelines for identification, admission and continued education of migrant children. On January 15, 2021, the third phase of Pradhan Mantri Kaushal Vikas Yojana (PMKVY) was launched in 600 districts with 300+ skill courses. Spearheaded by the Ministry of Skill Development and Entrepreneurship, the third phase will focus on new-age and COVID-related skills. PMKVY 3.0 aims to train eight lakh candidates. In December 2020, the Ministry of Skill Development and Entrepreneurship, in collaboration with the Tata Indian Institute of Skills, launched two shortterm courses in factory automation.

Road Ahead In 2030, it is estimated that India’s higher education will:       

combine training methods that involve online learning and games, and is expected to grow 38% in the next 2-4 years adopt transformative and innovative approaches in Higher education have an augmented Gross Enrolment Ratio (GER) of 50% reduce state-wise, gender based and social disparity in GER to 5% emerge as the single largest provider of global talent with one in four graduates in the world being a product of the Indian higher education system be among the top five countries in the world in terms of research output with an annual R&D spend of US$ 140 billion have more than 20 universities among the global top 200 universities

Various Government initiatives are being adopted to boost the growth of distance education market besides focusing on new education techniques, such as E-learning and M-learning. Education sector has seen a host of reform and improved financial outlays in recent years that could possibly transform the country into a knowledge haven. With human resource increasingly gaining significance in the overall development of the country, development of education infrastructure is expected to remain the key focus in the current decade. In this scenario, infrastructure investment in the education sector is likely to see a considerable increase in the current decade The Government of India has taken several steps including opening of IIT’s and IIM’s in new locations as well as allocating educational grant for research scholars in most Government institutions. Furthermore, with online mode of education being used by several educational organizations , the higher education sector in India is set for major change and development in the years to come.

PESTEL analysis (a)Political factor The government has experienced a number of criticisms from its parliamentary opponents. It also looks as if relations between the central and state governments will remain strained. In August 2004 the BBC reported that ministers from five BJP-run states walked out of a meeting called by the government to devise a new national education policy.51 But they also stemmed from a widespread recognition that India’s education system fails large numbers of its young people, either because education is not available or because it does not provide students with relevant skills. The Common Minimum Program represents a welcome attempt to reassert the traditional vision of education in India, concentrating on access, quality and secularism. But while these aims have remained largely unchanged since Nehru’s era, it remains to be seen whether the current government can become the first administration to confront and manage the balance between excellence and equity. Apart from this      

Schools being privatized (like the NHS) A government initiative creates the risk that the school may fail to deliver the policy or be diverted away from local priorities etc. Changes to the skills required to be a teacher/ tutor Changes to curriculum with short lead times Requirement to be self managing Requirement to be self financing

(b)Economic factor In India from lower to higher class study is free. However there are several private schools and colleges charging higher prices. So education in India is more up to upper class people. Mean while government also try to make education free for everyone. But due to lack of awareness and other factor like society and money. Government , Also provide mid day meals and several others program to attract and increase literacy rate in India. However due to low economic conditions people cannot afford higher education in India .following economic factors also have an effect:     

Central or local government funding decisions may affect school/ establishment finances Closure of a local industry may affect fund raising plans etc. Ability of parents to raise funds for optional activities The need to run breakfast/ after schools clubs Ability to invest ‘savings/ surpluses’

Cost of providing resources:       

Staff – teaching & support Basics – books/ paper Technology solutions laptops etc Interest rates Shortages of materials on national/ international markets Over provision of school places in the area resulting in competition from neighbouring schools The risk of highly valued, key staff moving on to more ‘up and coming’ schools/ academies

(c)Social factor In India social factor is one of the most important factor , as it is a very big country and its society is divided into several cultures which also affects the education in India. But now a days , everyone knows the importance of education. hence ,they like to study rather than doing other things. due to lack of proper education system they cannot have proper services which also give wrong message to the society. Hence people are not getting job offers .Following factors also affect the education:             

Decline in birth rate, reflecting national trends Local population changes (increasing/ decreasing numbers) Demographic changes may affect likely pupil rolls or the nature of pupils needs e.g. pupils with English as a second language etc. Closure of local firms providing employment Inability to attract staff Social networking – blogs, Facebook , twitter Changes to qualifications expected Integration with local community Integration of students with special needs parental preference – an increase in ‘parent power’ has allowed parents more freedom of choice over their child’s school the risk of highly valued, key staff moving on to more up-and-coming establishments Information is accessible to staff anywhere in the world via the Internet Staff were not given enough training or access to effectively change their habits and how they expected information to be made available

(d)Technological factor In India ,due to huge population proper technology is not used in education system. However, In the near future, ordinary PCs will be able to vividly explain and show students the answer to a question in full-motion, talking, colour video graphics instead of simple written text. Personal digital assistants will become book-sized electronic companions for communicating, computing, and performing endless other tasks. Keyboards will be replaced with voice-recognition systems, and language translation will be computerized. Virtual reality will eventually allow one to enter any world imaginable. Screens won’t be just the size of a desk, but an entire wall, so images will become life-size. Miniaturization of hardware will continue to reduce the size of information technology such that powerful systems will be cheap and small enough to put in a pocket. Already, one can buy a briefcase that incorporates a computer, printer, fax, copier, and telephone, permitting instantaneous contact from anywhere .There will be other advancements like Students will attend televised lectures in their residence halls and draw materials form the library using computers in their rooms .Some instruction will be conducted electronically and some will occur in small, informal meetings between faculty and students. Local area networks (LANs) will enable universities to integrate many aspects of college life that have long been segregated in separate buildings .Non-residential students will be able to attend lectures and use libraries form distant locations, such as their homes or places of work. Electronic access to library catalogs will eliminate the need for some reference space but probably will increase the need for computer space .The teacher’s role will shift form lecturing to advising or coaching students on tough, messy issues, such as choosing materials, topics, career paths, etc.

(e)Legal factor The National Policy on Education was adopted again in 1986, which was in response to the non-implementation of 1968 educational policy. This policy emphasized on “elimination of disparities, equal access to every Indian of requisite merit, enhancement in support to research and inter-disciplinary research promotion”. In 1990, the Ramamurthy Committee was appointed to review the National Policy on Education 1986, which laid emphasis on quality of higher and technical education, its relevance to the needs of society and industry. With this background of different Commissions and National Policies, it would be worth glancing through post independence progress in expansion of education and its quality in the country. Also it would be worth identifying the gaps so that remedies could be worked out for further improvement.

(f)Environmental factor India’s education system turns out millions of graduates each year, many skilled in IT and engineering. This manpower advantage underpins India’s recent economic advances, but masks deep-seated problems within India’s education system. While India’s demographics are generally perceived to give it an edge over other countries’ economies (India will have a youthful population when other countries have ageing populations), if this advantage is restricted to a small, highly educated elite, the domestic political ramifications could be severe. With 35 per cent of the population under the age of 15, India’s education system faces numerous challenges. Successive governments have pledged to increase spending on education to 6 per cent of GDP, but actual spending has hovered around 4 per cent for the last few years. While, at the top end, India’sbusiness schools, Indian Institutes of Technology (IITs), Indian Institutes of Management (IIMs) and universities produce globally competitive graduates, primary and secondary schools, particularly in rural areas, struggle to find staff. Indian governments have seen education as a crucial development tool. The first part of this paper provides a historical perspective on the development of the education system in India, highlighting the changing emphases within government policy. Since Independence, the education policies of successive Governments have built on the substantial legacies of the Nehruvian period, targeting the core themes of plurality and secularism, with a focus on excellence in higher education, and inclusiveness at all levels. In reaching these goals, the issue of funding has become problematic; governments have promised to increase state spending while realizing the economic potential of bringing in private-sector financial support. The second part of this paper examines how recent governments have responded to these challenges, which have remained largely unchanged since Nehru’s era, despite the efforts of past governments and commissions to reform the Indian education system. Attention will be paid to more recent policy initiatives, both those of the previous BJP-led administration and the proposals of the current Congress-led United Progressive Alliance. It will become clear that the same difficulties that existed nearly sixty years ago remain largely unsolved today – for example, the need to safeguard access to education for the poorest and most disenfranchised communities of India.

Education industry growth chart

Emotional intelligence Emotional Intelligence (EI) refers to the ability to perceive, control, and evaluate emotions. According to Daniel Goleman, “Emotional intelligence refers to emotional awareness and emotional management skills which provide the ability to balance emotion and reason so as to maximize long-term happiness.In practical terms, this means being aware that emotions can drive our behavior and impact people (positively and negatively), and learning how to manage those emotions – both our own and others.” Managing emotions is especially important in situations when we are under pressure. For example, when we are… 

Giving and receiving feedback

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Meeting tight deadlines

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Dealing with challenging relationships

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Not having enough resources

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Navigating change

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Working through setbacks and failure At a personal level, emotional intelligence helps us:

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Have uncomfortable conversations without hurting feelings

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Manage our emotions when stressed or feeling overwhelmed

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Improve relationships with the people we care about At work, emotional intelligence can help us:

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Resolve conflicts 

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Coach and motivate others

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Create a culture of collaboration

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Build psychological safety within teams

The Five Categories of Emotional Intelligence (EQ) are as follows. a. Self-awareness-The ability to recognize an emotion as it “happens'' is the key to EQ. Developing self awareness requires tuning into true feelings. If you evaluate your emotions, you can manage them. The major elements of self-awareness are: Emotional awareness- Your ability to recognize your own emotions and their effects. Self-confidence -Sureness about your self-worth and capabilities. b. Self-regulation. We often have little control over when we experience emotions. We can, however, have some say in how long an emotion will last by using a number of techniques to alleviate negative emotions such as anger, anxiety or depression. A few of these techniques include recasting a situation in a more positive light, taking a long walk and meditation or prayer .Self-regulation involves Self-control- Managing disruptive impulses. Trustworthiness- Maintaining standards of honesty and integrity. Conscientiousness- Taking responsibility for your own performance. Adaptability- Handling change with flexibility and Innovation- Being open to new ideas. c. Motivation.-To motivate yourself for any achievement requires clear goals and a positive attitude. Although you may have a predisposition to either a positive or a negative attitude, you can with effort and practice learn to think more positively. If you catch negative thoughts as they occur, you can reframe them in more positive terms which will help you achieve your goals. Motivation is made up of: Achievement drive- Your constant striving to improve or to meet a standard of excellence Commitment -Aligning with the goals of the group or organization. Initiative- Readying yourself to act on opportunities. Optimism- Pursuing goals persistently despite obstacles and setbacks. d. Empathy : The ability to recognize how people feel is important to success in your life and career. The more skillful you are at discerning the feelings behind others’ signal the better you can control the signals you send them. An empathetic person excels at: Service orientation – Anticipating , recognizing and meeting clients’ needs. Developing others- Sensing what others need to progress and bolstering their abilities. Leveraging diversity- Cultivating opportunities through diverse people. Political awareness- Reading a group’s emotional currents and power relationships. Understanding others-Discerning the feelings behind the needs and wants of others. e. Social skills :The development of good interpersonal skills is necessary for success in your life and career. In today’s always-connected world, everyone has immediate access to technical knowledge. Thus, “people skills” are even more important now because you must possess a high EQ to better understand, empathize and negotiate with others in a global economy.

Chapter 2 Literature Review

[ CITATION jas19 \l 1033 ]According

to the research paper emotions have a substantial effect upon the intelligence of an individual and work culture of the organization. performance of the organization depends much on the atmosphere and the work culture .to complete the assignment within the defined time frame, performance is the necessity .studies that were conducted on the respondents showed that various skills like enthusiasm ,satisfaction ,incentives and rewards are crucial for job performance of the employee.

[ CITATION Rav19 \l 1033 ]The

research paper is all about the emotional intelligence of university students and difference between gender . The objectives of this study is to examine the determinants to explore the level of Emotional Intelligence of University’s students.To find the difference between Emotional Intelligence on the basis of gender, locality,level of course and School of study. This survey based study used data from 200 students of Central University of South Bihar, Gaya, India. Results indicated that all university’s students were having high levels of emotional intelligence. Male and female students are significantly differed from each other on Emotional Intelligence on the overall sample. Female students found more Emotional Intelligence with high mean value. UG and PG students were found to not significantly differ from each other on Emotional intelligence. UG students were more emotionally intelligent on the basis of mean value. Research methodology used to The study is descriptive in nature; relevant data has been collected from secondary sources of information. In aIl conclusion , the finding of this research indicates that almost all students were emotionally intelligence.

[ CITATION Drd15 \l 1033 ]Emotional

Intelligence (EI) must somehow combine two of the three states of mind cognition and affect, or intelligence and emotion. Emotional intelligence refers to the ability to perceive, control, and evaluate emotions. Some researchers suggest that emotional intelligence can be learned and strengthened, while other claim it is an inborn characteristic. A number of testing instruments have been developed to measure emotional intelligence, although the content and approach of each test varies. If a worker has high emotional intelligence, he or she is more likely to be able to express his or her emotions in a healthy way, and understand the emotions of those he or she works with, thus enhancing work relationships and performance.Emotional Intelligence allows us to think more creatively and to use our emotions to solve problems. Emotional Intelligence probably overlaps to some extent with general intelligence. The emotionally intelligent person is skilled in four areas: Identifying emotions, using emotions, understanding emotions, and regulating emotions.

[ CITATION pra \l 1033 ]As

stated in the paper, emotional intelligence is made up of a set of skills and these skills can be improved through education. The industries were no more, once it used to be and the necessity of Emotional Intelligence for the employees is the need of the hour. The main purpose of this paper was to study the impact of emotional intelligence on work performance. If the employees know their own emotions and are able to manage them effectively, they can work more efficiently and be more productive to the organization. Employees will also recognize and appreciate others colleagues. Emotionally intelligent people are highly satisfied with their jobs. The components of Emotional Intelligence like Self Awareness, Self Management, Relationship Management, and Social Awareness were considered to analyze the potency of Emotional intelligence of the employees. A single individual can collapse the emotion of a group and similarly the single individual can also convey how one can effectively manage one’s emotions to a group of audience. The other factors that affect job performance are relations and communication between management and employees. After reviewing the literature it has been found that Emotional intelligence is positively correlated with work performance. A healthy relationship between management and employees also leads to increase in employee’s performance and thereby leading to enhancing organizational commitment. In order to improve administrative performance and practices it is necessary to develop Emotional Intelligence competencies in persons. This paper provides conceptual and analytical results according to the variable measured. The emotional intelligence constraints are also important for organization productivity, social awareness, selfmanagement and self-awareness. It was finally found that, it was effective personal competencies which plays a vital role in emotional intelligence, leads to job satisfaction, that lead to organizational commitment that further leads to reduction in turnover intention, thereby enhancing the value and efficiency of the human resources

[ CITATION lor12 \l 1033 ]Emotional

intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in relation to graduate employability. However, there are very few empirical studies which demonstrate that emotional functioning ability is something that it is possible to teach and develop. This study investigates whether it is possible to improve levels of emotional intelligence and emotional self-efficacy in university students through a teaching intervention. The findings show that it is possible to increase emotional self-efficacy and some aspects of emotional intelligence ability. These findings are considered within the framework of graduate employability, as improving emotional functioning may be particularly important to young people who will shortly join the graduate working population.

[ CITATION DAA07 \l 1033 ]The

study examined the moderating influence of emotional intelligence on the link between academic self-efficacy and achievement among university students. The participants in the study were 300 undergraduate students at the University of Ibadan, Ibadan, Nigeria. Their age ranged between 16.5 years and 30 years with mean age of 19.4 years. Two valid and reliable instruments were used to assess emotional intelligence and academic self-efficacy while participants’ first semester result was used as a measure of academic achievement. Descriptive statistics, Pearson Product Moment Correlation and hierarchical regression analysis were used to analyse the data. The result demonstrated that emotional intelligence and academic self-efficacy significantly correlated with academic achievement. The moderating effect of emotional intelligence on the relationship between academic self-efficacy and achievement was also established.

Chapter 3 Research methodology

Objectives: To investigate the relationship between emotional intelligence and academic performance of students To identify the main indicators of emotional intelligence among the students To explore the factors which can affect emotional intelligence To open new prospects for further studies in the related field.

Scope of the study The study is focused on the students' emotional intelligence at academic performance. This study aims to increase the performance of the student and positive relation on the emotional intelligence .Mainly identify how to affect the various emotions in academic performance of the student and how to react to it . The study is covered decision taken about various method to examine and Emotional Intelligence understanding of the issue of performance of the student .

Need of study This research will help in understanding the impact of emotional intelligence.This study is needed for understanding the behavior of students and how it affects their life. The value and benefits of EI are vast in terms of personal, academic, and professional success

Research design Descriptive research study is defined as a research method that describes the characteristics of the population or phenomenon studied. This methodology focuses more on the “what” of the research subject than the “why” of the research subject.The descriptive research method primarily focuses on describing the nature of a demographic segment, without focusing on “why” a particular phenomenon occurs. In other words, it “describes” the subject of the research, without covering “why” it happens .Descriptive study is used for research.

Data collection sources Primary data: Primary data is a type of data that is collected by researchers directly from main sources through interviews, surveys, experiments, etc. Primary data are usually collected from the source—where the data originally originates from and are regarded as the best kind of data in research.The sources of primary data are usually chosen and tailored specifically to meet the demands or requirements of particular research. Also, before choosing a data collection source, things like the aim of the research and target population need to be identified. Secondary data: Secondary data refers to data that is collected by someone other than the primary user. Common sources of secondary data for social science include censuses, information collected by government departments, organizational records and data that was originally collected for other research purposes. Questionnaire method is used to collect primary information from the respondents. The data obtained from secondary sources like various research papers and articles along with google scholar are used in the study of our research paper. Sampling plan Population-population is a pool of individuals from which a statistical sample is drawn for a study sampling unit-questionnaire from 71 respondents will be filled for analysis sampling method-random sampling method The research instrument-the medium through which the data will be collected from th e respondents will be via questionnaire. research tools-spss software is used for the purpose of analysis

Chapter4 Data analysis and interpretation

gender

‘

mean rank analysis which of Emotional intelligence indicators would like to improve in order for higher academic performance? Indicators self awareness self regulation Motivation Empathy social skills all of the above

Mean 1.831 1.9296 1.8732 1.9859 1.8873 1.3099

According to the data collected from the respondents ,maximum number of respondents want to improve their empathy skills ,then self regulation and so on.

which of these emotional intelligence indicators indicators are you aware of? Indicators self regulation Empathy

Rank

mean Rank 1.9296 4 1.9296 5

5 2 4 1 3 6

self awareness Motivation social skills all of the above

1.9577 1.9577 1.9577 1.2535

1 2 3 6

according to the data collected from the respondents

Chi square test H0 :there is no significant difference between age and awareness about emotional intelligence H1:there is significant difference between age and awareness about emotional intelligence Age * are you Aware about emotional intelligence Crosstabulation Count Awareness about EI yes

Age

no

Total

Maybe

20-30

42

4

12

58

31-40

11

0

1

12

41-50

1

0

0

1

54

4

13

71

Total

Chi square test Gender * in your experience have you done the following,asked questions in class H0 :there is no significant difference between gender amd questions asked in class H1:there is significant difference between gender amd questions asked in class

Crosstab Count experienceaskedquestionsinclass very often Gender

often

sometimes

Total never

female

10

10

12

2

34

male

17

9

10

1

37

Total

27

19

22

3

71

Chi-Square Tests Value

Df

Asymp. Sig. (2sided)

a

3

.520

Likelihood Ratio

2.283

3

.516

Linear-by-Linear Association

1.975

1

.160

Pearson Chi-Square

2.260

N of Valid Cases

71

a. 2 cells (25.0%) have expected count less than 5. The minimum expected count is 1.44.

In the above table,we can observe that pearson chi square value is 0.520 which is more than 0.05,therefore we will accept the null hypothesis Hence,there is no relation between gender and questions asked in the class

Gender * experiencemadetwoormoredrafts H0 :there is no significant difference between gender and making two or more drafts H1:there is significant difference between gender and making two or more drafts

Crosstab Count experiencemadetwoormoredrafts very often Gender Total

ofen

sometimes

Total never

female

3

15

10

6

34

male

9

10

14

4

37

12

25

24

10

71

Chi-Square Tests Value

Df

Asymp. Sig. (2sided)

Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association

4.949a

3

.176

5.092

3

.165

.867

1

.352

N of Valid Cases

71

a. 1 cells (12.5%) have expected count less than 5. The minimum expected count is 4.79.

Gender * experienceparticatedorvolunteeredoutsideclass H0 :there is no significant difference between gender and volunteering outside the class in college H1:there is significant difference between gender and and volunteering outside the class in college

Crosstab Count experienceparticatedorvolunteeredoutsideclass very often Gender Total

female male

often

sometimes

Total

never

7

13

12

2

34

11

7

15

4

37

18

20

27

6

71

Chi-Square Tests Value

Df

Asymp. Sig. (2sided)

Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association

3.568a

3

.312

3.611

3

.307

.070

1

.791

N of Valid Cases

71

a. 2 cells (25.0%) have expected count less than 5. The minimum expected count is 2.87.

Gender * experiencetalkedaboutcareerplanwithfaculty H0 :there is no significant difference between gender and discussing career plan with faculty H1:there is significant difference between gender and and discussing career plan with faculty

Crosstab Count experiencetalkedaboutcareerplanwithfaculty very often Gender

female male

Total

often

sometimes

never

7

10

15

2

34

14

11

6

6

37

21

21

21

8

71

Chi-Square Tests Value

Df

Asymp. Sig. (2sided)

a

3

.043

Likelihood Ratio

8.377

3

.039

Linear-by-Linear Association

1.056

1

.304

Pearson Chi-Square

N of Valid Cases

Total

8.126

71

a. 2 cells (25.0%) have expected count less than 5. The minimum expected count is 3.83.

Gender * experiencetaughtfellowstudent

H0:there is no significant difference between gender and teaching/helping fellow students H1:there is significant difference between gender and teaching/helping fellow students

Crosstab Count experiencetaughtfellowstudent very often Gender

female male

Total

often

sometimes

Total never

4

16

12

2

34

13

15

9

0

37

17

31

21

2

71

Chi-Square Tests Value

Df

Asymp. Sig. (2sided)

Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases

7.111

3

.068

a

3

.044

5.846

1

.016

8.125

71

a. 2 cells (25.0%) have expected count less than 5. The minimum expected count is .96.

Chi square test H0:there is no significant difference between education and emotional intelligence helping in achieving high academic performance H1:there is significant difference between education and emotional intelliegnce helping in achieving high academic performance

Education * do you think high level of emotional intelligence helps in achieving high academic performance Crosstabulation Count High level of ei helps in achieving high academic

Total

performance yes

Education

no

maybe

Graduate

29

4

12

45

post graduate

19

1

2

22

2

0

2

4

50

5

16

71

Other Total

Chi-Square Tests Value

Df

Asymp. Sig. (2sided)

Pearson Chi-Square Likelihood Ratio Linear-by-Linear Association N of Valid Cases

a

4

.249

5.823

4

.213

.017

1

.895

5.398

71

a. 6 cells (66.7%) have expected count less than 5. The minimum expected count is .28.

ANOVA

ANOVA What is important EQ or IQ? Sum of Squares Between Groups

df

Mean Square

1.701

2

.851

Within Groups

16.017

68

.236

Total

17.718

70

F

Sig.

3.611

.032

ANOVA Sum of Squares Eiindicatersforapselfawarene ss

Eiindicatersforapselfregulatio n

Between Groups

2

.893

Within Groups

73.003

68

1.074

Total

74.789

70

3.116

2

1.558

Within Groups

59.983

68

.882

Total

63.099

70

1.855

2

.927

Within Groups

92.934

68

1.367

Total

94.789

70

1.285

2

.643

Within Groups

71.813

68

1.056

Total

73.099

70

3.331

2

1.666

Within Groups

105.767

68

1.555

Total

109.099

70

Between Groups

Between Groups eiindicatersforapmotivation

Between Groups eiindicatersforapsocialskill

Mean Square

1.786

Between Groups eiindicatersforapempathy

df

F

Sig. .832

.440

1.766

.179

.679

.511

.609

.547

1.071

.348

ANOVA

Sum of Squares Between Groups Thinkbeforeispeak

Learnfromfeedback

1

.058

Within Groups

67.491

69

.978

Total

67.549

70

.279

1

.279

Within Groups

80.340

69

1.164

Total

80.620

70

1.591

1

1.591

Within Groups

78.268

69

1.134

Total

79.859

70

3.424

1

3.424

Within Groups

83.168

69

1.205

Total

86.592

70

.769

1

.769

Within Groups

67.091

69

.972

Total

67.859

70

.004

1

.004

Within Groups

49.714

69

.720

Total

49.718

70

Between Groups

Between Groups Forgiveandforget

Between Groups Keepcommitments

highlevelofeihelpsinachieving highacademicperformance

Mean Square

.058

Between Groups Acknowledgeother

Df

Between Groups

F

Sig. .059

.808

.240

.626

1.403

.240

2.841

.096

.790

.377

.006

.937

Chapter 5 findings

chapter 6 conclusion

chapter 7 limitation

The population for the study was limited to the students of the university only.so it cannot be generalized for all the students. The time period taken is less than 2 months. So the results may vary.

References

https://www.frontiersin.org/articles/10.3389/fpsyg.201 9.01116/full

https://www.ibef.org/industry/education-sector-india.aspx https://blog.dtssydney.com/emotional-quotient-executive-summary    Annexure 1.

Name

2.

Email id

3.

Age

   

20 - 30 31 - 40 41 - 50 51 and above

4.

Gender

 

Female Male

5.

Education

   

Graduate post-graduate Doctorate Other

6.

Are you aware about emotional intelligence ?

  

Yes No Maybe

7.

Which of these indicators of emotional intelligence are you aware of ?

     

Empathy Self-regulation Self-awareness Motivation Social skills All of the above

8.

Do you think that emotional intelligence affects your academic performance ?

  

Yes No Maybe

9.

In your experience at your institution have you done following ? mark your answer .

   

Very often Often Sometimes Never

10. Which of these do you think is more important for success?  

Emotional quotient(EQ) Intelligence quotient(IQ)

11. Understanding your emotions and emotions of other people around you is necessary?   

Agree Neutral Disagree

12. Which of the following emotional intelligence indicators do you think are necessary for good academic performance?( strongly agree, agree ,neutral ,disagree , strongly disagree)     

Empathy Self-regulation Self-awareness Motivation Social skills

13. Rate your preference for the following . ( strongly agree, agree ,neutral ,disagree, strongly disagree)     

Do i think before i speak ? Do i learn from negative feedback? Do i acknowledge others? Do i forgive and forget? Do i keep my commitments?

14. Do you think higher level of emotional intelligence helps in achieving high academic performance?   

Yes No Maybe

15. Which of the emotional intelligence indicators would you like to improve in order for higher academic performance? (Maximum two indicators to be selected)      

Empathy Self-regulation Self-awareness Motivation Social skills All of the above