Al-Hikmah University Journal

The study investigated the influence of emotional intelligent and gender on Mathematics achievement among senior secondary school students in Katsina metropolis, Katsina state. An ex post-facto research design was adopted. The population of three thousand four hundred and seventy-one (3471) students were obtained, the sample size of this study comprised of total number of three hundred and forty (340) senior secondary students (SSS III) at a confidence level of 95% and a Margin Error of 5.0% from seven schools were selected using purposive sampling techniques. The instrument used consists of three sections: section “A” contained personal data of respondents; section “B” Contains adapted Emotional Intelligence Scales (EIS), developed by Joiceswarnalatha (2015), Section “C” contained Mathematics Achievement Test (MAT) consists of 50 items multiple-choice with reliability coefficient of 0.82 and 0.76, for EIS and MAT respectively. Four research hypotheses were generated and tested using multiple regression, Pearson Product Moment Correlation Co-efficient and t-test at 0.05 level of significance. Result analysis of the study showed the relative importance of each of the predictor variables (emotional intelligent and gender) to the prediction of Mathematics achievement with R=.30, which is equivalent to 30%. This indicates a good level of prediction. R2 =.090 which is equivalent to 9%, indicating the level of shared variance between the dependent variable and the independent variables (Fc=337, 16.687 ;< 0.05). Based on these findings, it was recommended among others that: Students should be encouraged to memorize formulae and teacher should guide students on how to use and interprets the formulae when arise, Parents should promote the emotional intelligence of their children in order to encourage and facilitate their academic pursuit.