The impact of informal education on students' ability to manage their emotions in Riyom Local Government Area, Plateau State
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- NGN 5000
Background of the Study
Emotional management is a critical skill for personal development, academic success, and effective interpersonal relationships. Informal education has emerged as a powerful tool in cultivating emotional intelligence, particularly the ability to manage emotions. In Riyom Local Government Area, Plateau State, various informal educational initiatives—such as community support groups, peer counseling sessions, extracurricular activities, and interactive workshops focused on emotional well-being—provide students with safe spaces to explore and regulate their emotional responses (Abubakar, 2023; Ejiro, 2024). These non-traditional learning environments allow students to express themselves freely, reflect on personal experiences, and develop coping strategies for stress and conflict. The flexible nature of informal education enables the incorporation of culturally sensitive practices that resonate with local values of communal support and resilience. In Riyom, where collective identity and community bonds are strong, informal education reinforces traditional practices that encourage empathy and emotional self-regulation (Kalu, 2023). By integrating creative arts, sports, and group activities, informal educational programs help students build self-awareness and learn techniques to manage emotions effectively. Despite these promising approaches, formal educational systems often overlook the importance of emotional intelligence, creating a gap that informal education strives to fill. This study aims to explore the impact of informal education on students’ ability to manage their emotions, with a focus on the strategies that prove most effective and the socio-cultural factors that influence their success. The anticipated findings will provide empirical evidence to support the incorporation of informal emotional management programs into broader educational frameworks, ultimately contributing to improved academic performance and personal well-being (Okoro, 2024).
Statement of the Problem
Students in Riyom Local Government Area face significant challenges in managing their emotions due to the limited emphasis on emotional intelligence within the formal education system. Traditional academic environments prioritize cognitive development and academic achievement, often at the expense of nurturing emotional and social skills (Eze, 2023). Consequently, many students are ill-equipped to handle stress, interpersonal conflicts, and the emotional demands of daily life. Although informal education offers alternative avenues for developing emotional management skills through community-based support and interactive learning, its impact remains under-researched. Challenges such as limited access to structured emotional support programs, inadequate training for facilitators, and cultural stigmas surrounding emotional expression further hinder the effectiveness of these informal initiatives (Olu, 2024). The resulting gap in emotional competency can negatively affect academic performance, social relationships, and overall well-being. This study seeks to address the problem by investigating the impact of informal education on students' ability to manage their emotions in Riyom. It will identify the specific informal practices that effectively promote emotional regulation and examine the barriers that impede their implementation. By doing so, the research aims to provide actionable recommendations for integrating informal emotional management strategies into the mainstream educational framework, thereby equipping students with the necessary skills to navigate emotional challenges successfully (Adamu, 2023).
Objectives of the Study
- To evaluate the impact of informal education on students' emotional management skills in Riyom.
- To identify effective informal practices that facilitate emotional regulation among students.
- To examine the socio-cultural factors influencing the effectiveness of informal education in emotional management.
Research Questions
- How does informal education affect students’ ability to manage their emotions in Riyom?
- What informal educational practices are most effective in promoting emotional management?
- What socio-cultural factors influence the effectiveness of informal education on emotional regulation?
Research Hypotheses
- H1: Informal education significantly enhances students’ ability to manage their emotions in Riyom.
- H2: There is a positive correlation between participation in informal educational activities and improved emotional regulation.
- H3: Socio-cultural factors moderate the impact of informal education on emotional management skills.
Significance of the Study
This study is significant as it investigates the role of informal education in developing essential emotional management skills among students. The findings will provide valuable insights for educators and policymakers to design integrated programs that enhance emotional intelligence and overall well-being. By identifying effective informal practices and understanding socio-cultural influences, the research aims to contribute to improved emotional resilience and academic performance among students in Riyom, fostering a supportive and adaptive educational environment (Kalu, 2024).
Scope and Limitations of the Study
This study is limited to assessing the impact of informal education on students' ability to manage their emotions in Riyom Local Government Area, Plateau State. It focuses exclusively on informal educational practices within this specific context and does not extend to other regions or educational levels.
Definitions of Terms
- Informal Education: Learning outside the traditional classroom setting, often through community and experiential activities.
- Emotional Management: The ability to regulate and control one’s emotional responses.
- Emotional Intelligence: The capacity to recognize, understand, and manage one’s own emotions and those of others.
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