The influence of informal education on students’ ability to develop emotional intelligence in Mubi South Local Government Area, Adamawa State
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Background of the Study
Emotional intelligence (EI) is increasingly recognized as a critical component of academic success and personal well-being. In Mubi South Local Government Area, Adamawa State, informal education has emerged as a potent means of developing EI among students. Through interactive community activities, peer counseling sessions, and culturally integrated workshops, informal education offers students opportunities to recognize, understand, and manage their emotions effectively (Olayinka, 2023). These initiatives—often rooted in traditional practices of communal support and oral tradition—provide a nurturing environment where students learn empathy, self-regulation, and social awareness. Informal education in Mubi South transcends the boundaries of formal curricula by emphasizing experiential learning and reflective practices. Such approaches are critical in areas where formal education may overlook the emotional dimensions of learning. Recent studies have highlighted the role of emotional intelligence in improving academic performance, fostering resilience, and promoting interpersonal relationships (Adekunle, 2024). In Mubi South, community-based educational practices are integrated with local cultural values, which accentuate the importance of collective well-being and mutual support. Through storytelling, group discussions, and collaborative problem-solving exercises, students are encouraged to explore their emotional landscapes and develop coping strategies that enhance their academic and social functioning (Yakubu, 2025). This investigation seeks to examine how informal educational methods contribute to the development of emotional intelligence among students, emphasizing the interplay between traditional cultural practices and modern psychological insights. The study further explores the challenges faced in incorporating emotional learning into everyday educational experiences and assesses the overall impact on students’ performance and quality of life. By understanding these dynamics, educators and policymakers can better design interventions that harness the power of informal education to nurture emotionally intelligent, resilient individuals.
Statement of the Problem
Despite growing evidence supporting the benefits of emotional intelligence, formal education systems often neglect its development, leaving students with limited tools to manage emotions and social interactions. In Mubi South, the absence of structured emotional education has created a gap that is increasingly filled by informal educational practices. However, there is limited empirical research examining how these community-based initiatives impact the development of emotional intelligence among students. Many students in the region struggle with stress, interpersonal conflicts, and low self-awareness, which may be attributed to the lack of formal EI training. While informal education offers a potential remedy through culturally resonant practices, the mechanisms through which it influences emotional development remain underexplored. This study aims to address this research gap by investigating the specific informal educational strategies that contribute to the development of emotional intelligence. It will examine the role of peer support, community mentorship, and experiential learning in shaping students’ abilities to perceive, understand, and regulate their emotions. The study also intends to explore the barriers to integrating informal EI-enhancing practices within the broader educational context. By identifying these challenges, the research hopes to provide a framework for optimizing informal education’s impact on emotional intelligence, thereby contributing to improved academic performance and social harmony in Mubi South (Babatunde, 2024).
Objectives of the Study:
- To evaluate the impact of informal education on the development of emotional intelligence among students.
- To identify the key informal practices that enhance emotional awareness and regulation.
- To examine the relationship between emotional intelligence and academic as well as social outcomes in Mubi South.
Research Questions:
- How does informal education influence the development of emotional intelligence in students?
- What informal practices are most effective in fostering emotional awareness and regulation?
- What is the relationship between enhanced emotional intelligence and students’ academic and social performance?
Research Hypotheses:
- Informal education significantly contributes to the development of emotional intelligence among students.
- Active engagement in community-based emotional learning is associated with higher EI scores.
- Students with elevated emotional intelligence demonstrate better academic performance and social interactions.
Significance of the Study
This study is significant as it reveals the critical role of informal education in nurturing emotional intelligence among students in Mubi South. The insights gained will inform educators and policymakers on effective, culturally sensitive approaches to integrate emotional learning into educational frameworks. Enhancing EI through informal education can lead to improved academic performance, healthier interpersonal relationships, and greater overall well-being, ultimately benefiting the community at large (Olayinka, 2023; Adekunle, 2024).
Scope and Limitations of the Study:
This study focuses exclusively on the impact of informal education on developing emotional intelligence among students in Mubi South Local Government Area, Adamawa State. It does not include formal EI programs or extend beyond the selected locality.
Definitions of Terms:
- Emotional Intelligence (EI): The capacity to recognize, understand, manage, and utilize emotions effectively.
- Informal Education: Learning derived from community-based, non-structured educational experiences.
- Self-Regulation: The ability to control or redirect disruptive impulses and moods.
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