The impact of informal education on students’ ability to develop emotional intelligence in Kiyawa Local Government Area, Jigawa State
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- NGN 5000
Background of the Study
Emotional intelligence (EI) has emerged as a crucial factor in academic success and personal development, influencing how students manage stress, build relationships, and navigate challenges. In Kiyawa Local Government Area, Jigawa State, where social and cultural dynamics significantly shape interpersonal interactions, the development of EI among students is of paramount importance. Informal education, through activities such as group discussions, community storytelling, and extracurricular clubs, provides unique opportunities for students to cultivate their emotional and social skills (Adamu, 2023; Musa, 2024). Such educational practices complement formal academic curricula by offering experiential learning experiences that enhance self-awareness, empathy, and effective communication.
Informal education initiatives often emphasize collaborative learning and practical engagement, enabling students to confront real-life emotional challenges in a supportive environment. These experiences not only foster emotional regulation but also encourage students to develop a deeper understanding of their own feelings and those of others. In culturally rich settings like Kiyawa, informal education can integrate local values and traditions to promote emotional resilience and social cohesion (Bello, 2025). By participating in community-based programs, students are exposed to diverse perspectives and encouraged to express their emotions constructively. This holistic approach to learning is particularly valuable in mitigating the negative impacts of stress and anxiety, which can adversely affect academic performance and overall well-being.
Despite its potential, the role of informal education in developing EI remains underexplored in many educational settings. Challenges such as limited resources, lack of structured programs, and insufficient facilitator training may impede the consistent implementation of EI-focused initiatives. Furthermore, cultural stigmas surrounding emotional expression in some communities can inhibit open dialogue, thereby limiting the benefits of such educational efforts (Adamu, 2023; Musa, 2024). This study aims to assess the impact of informal education on students’ ability to develop emotional intelligence in Kiyawa, examining how community-led initiatives and peer interactions contribute to emotional growth and resilience. The research will explore the various informal educational practices currently in place and evaluate their effectiveness in fostering a supportive and emotionally intelligent student community.
Statement of the Problem
Students in Kiyawa Local Government Area face numerous challenges in managing their emotions due to the high levels of stress associated with academic and social pressures. Although formal education provides basic academic training, it often neglects the development of emotional intelligence, leaving students ill-prepared to cope with interpersonal conflicts and personal stressors (Adamu, 2023). The limited focus on EI in the formal curriculum has prompted educators and community leaders to explore alternative avenues, such as informal education, to fill this gap. However, the impact of informal education on the development of emotional intelligence among students in Kiyawa remains largely unexplored and inadequately documented.
Many informal education programs that aim to enhance EI are implemented on an ad hoc basis, without a standardized approach or sufficient resources to measure their effectiveness. Challenges such as cultural resistance to open emotional expression and a lack of trained facilitators further exacerbate the situation (Musa, 2024). As a result, students may not fully benefit from these initiatives, and the potential of informal education to foster emotional growth is under-realized. Additionally, there is limited empirical evidence on how these informal educational experiences translate into improved emotional intelligence and, subsequently, better academic and social outcomes (Bello, 2025).
This study seeks to investigate the relationship between informal education and the development of emotional intelligence among students in Kiyawa. It aims to identify the factors that enhance or impede the effectiveness of these programs, with the goal of proposing actionable strategies to better integrate EI development into the educational framework. By addressing these issues, the research aspires to provide a comprehensive understanding of how informal education can be optimized to cultivate emotionally intelligent and resilient students.
Objectives of the Study
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To evaluate the effect of informal education on the development of emotional intelligence among students.
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To identify the key factors that influence the success of EI-focused informal education programs.
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To recommend strategies for integrating effective emotional intelligence development into community-based educational initiatives in Kiyawa.
Research Questions
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How does informal education influence the development of emotional intelligence among students in Kiyawa?
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What are the main challenges to implementing effective EI-focused informal education programs?
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Which strategies can enhance the impact of informal education on students’ emotional intelligence?
Research Hypotheses
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H₁: Participation in informal education programs is positively associated with higher levels of emotional intelligence among students.
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H₂: Cultural barriers and insufficient facilitator training negatively impact the effectiveness of EI-focused informal education.
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H₃: Enhanced community support in informal education programs leads to improved emotional intelligence outcomes.
Significance of the Study
This study is significant because it explores the vital role of informal education in developing emotional intelligence among students in Kiyawa. By uncovering the relationship between community-based learning initiatives and EI, the research provides valuable insights for educators and community leaders to design more effective programs. The findings are expected to contribute to improved academic performance and personal well-being by fostering a generation of emotionally intelligent individuals who are better equipped to manage interpersonal relationships and stress.
Scope and Limitations of the Study
This study is limited to examining the impact of informal education on the development of emotional intelligence among students in Kiyawa Local Government Area, Jigawa State. It focuses on community-based and extracurricular initiatives and does not consider formal curricular interventions.
Definitions of Terms
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Informal Education: Educational experiences that occur outside the formal classroom setting, often involving community-based and experiential learning activities.
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Emotional Intelligence (EI): The ability to recognize, understand, and manage one’s own emotions and the emotions of others.
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Students: Individuals enrolled in educational institutions, particularly at the secondary or post-secondary levels, who participate in both formal and informal learning activities.
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