An examination of informal education’s role in fostering emotional intelligence among undergraduates in Pankshin Local Government Area, Plateau State
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- NGN 5000
Background of the Study
Emotional intelligence (EI) is increasingly recognized as a critical factor for personal and professional success, encompassing the ability to understand, manage, and express emotions effectively. In higher education, particularly among undergraduates in Pankshin, the development of EI is essential for navigating interpersonal relationships and managing academic stress (Ogbu, 2023). Informal education, characterized by non-traditional learning environments such as peer group interactions, community mentorship, and extracurricular activities, plays a pivotal role in fostering EI. In Pankshin Local Government Area, various informal educational initiatives have emerged that complement formal academic programs by emphasizing experiential learning and social interaction. These initiatives, which include drama clubs, debate societies, and community service projects, provide students with platforms to engage in reflective practices and empathetic interactions (Okeke, 2024). Such environments allow undergraduates to explore and understand their emotional responses, thereby enhancing their ability to manage emotions and develop social competencies. Research indicates that students who participate in informal educational activities tend to exhibit higher levels of empathy, better conflict resolution skills, and improved stress management capabilities (Uche, 2025). Furthermore, the integration of cultural practices and indigenous knowledge into these activities provides a unique context that enriches emotional learning. In Pankshin, where traditional values coexist with modern educational challenges, informal education offers a means to bridge the gap between cognitive development and emotional maturity. By fostering EI, informal education not only contributes to academic success but also prepares students for the complexities of the modern workforce. The dynamic interplay between personal development and community engagement in these settings underscores the transformative potential of informal education. This study, therefore, seeks to examine the role of informal education in nurturing emotional intelligence among undergraduates in Pankshin, with the goal of identifying best practices and challenges in the current system. The findings are expected to inform educational policies and interventions that aim to integrate EI training into higher education curricula, ultimately promoting holistic student development.
Statement of the Problem
Undergraduates in Pankshin often face challenges in developing adequate emotional intelligence due to the limitations of traditional academic environments. The formal education system predominantly emphasizes cognitive skills and theoretical knowledge, frequently neglecting the emotional and social competencies that are essential for overall personal growth (Eze, 2023). Although informal education initiatives—such as community-based projects and extracurricular clubs—have been introduced to address this gap, their effectiveness in fostering EI remains uncertain. Many students experience difficulty in managing stress, resolving interpersonal conflicts, and adapting to changing emotional demands, which can adversely affect their academic performance and social interactions. The sporadic and non-integrated nature of these informal programs means that their benefits are often short-lived and not systematically reinforced. Moreover, there is a lack of empirical data regarding how different informal educational activities contribute to the development of emotional intelligence among undergraduates in Pankshin. As the demands of the modern workplace increasingly require individuals to possess strong emotional and social skills, the inadequacy of current educational practices in this regard poses a significant problem. The absence of a cohesive strategy that bridges formal instruction and informal emotional learning results in a gap that must be addressed to prepare students for future challenges. This study aims to systematically evaluate the influence of informal education on the emotional intelligence of undergraduates, identifying factors that promote or hinder its development. The research will also explore the perceptions of students and educators regarding the value of informal educational experiences in enhancing EI, thereby providing a basis for recommendations to improve current practices.
Objectives of the Study
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To assess the current informal educational activities aimed at enhancing emotional intelligence in Pankshin.
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To evaluate the impact of these activities on the emotional intelligence of undergraduates.
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To recommend strategies for integrating EI-focused informal education with formal curricula.
Research Questions
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What informal education activities are available to undergraduates in Pankshin to develop emotional intelligence?
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How do these activities impact students’ emotional awareness and regulation?
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What strategies can enhance the effectiveness of informal education in fostering emotional intelligence?
Research Hypotheses
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H1: Participation in informal education activities significantly improves emotional intelligence among undergraduates.
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H2: Undergraduates engaged in EI-focused informal programs display better stress management and interpersonal skills.
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H3: There is a positive correlation between the frequency of informal emotional learning activities and the overall EI scores of students.
Significance of the Study
This study offers valuable insights into the contribution of informal education to the development of emotional intelligence among undergraduates in Pankshin. The findings will aid educators and policymakers in designing integrated educational approaches that emphasize emotional and social learning alongside academic instruction. Enhancing EI through informal education is expected to improve interpersonal skills, stress management, and overall student well-being, thereby better preparing graduates for professional and personal challenges (Ike, 2023).
Scope and Limitations of the Study
The study is limited to assessing the role of informal education in fostering emotional intelligence among undergraduates in Pankshin Local Government Area, Plateau State. It focuses solely on locally implemented informal programs and does not extend to other regions. The reliance on self-reported measures and qualitative assessments may limit the objectivity and generalizability of the findings.
Definitions of Terms
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Informal Education: Learning experiences outside traditional academic settings that emphasize practical and social skills.
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Emotional Intelligence: The ability to recognize, understand, manage, and utilize emotions effectively.
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Experiential Learning: A process through which students gain knowledge and skills from direct experiences outside of a conventional academic framework.
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