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Abstract
The drive to identify psychological conditions that influence students learning outcomes, and thus proffer solutions, prompted the study on the predictive role of social intelligence (SI) on secondary school students’ academic achievement in biology, applying a predictive correlational research design. 1,198 high school students, obtained using multistage sampling procedure, were the respondents. Social intelligence scale (SIS) and students academic records were employed for data collection. Adapted SIS yielded a reliability coefficient value of 0.79 with Cronbach’s alpha estimation. Regression analyses were utilized to analyze data. The results revealed that SI accounted for 36.2% of the variance in students’ achievement in biology, indicating that SI as well as its dimensions (social awareness, social skills, and social information processing skills) positively and significantly contributed to students’ achievement in biology. Considering the findings, it was recommended that education stakeholders should organize periodic trainings and orientation programs to educate teachers on strategies that can be adopted to promote acquisition of SI skills among students.
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Article Type: Research Article
European Journal of Health and Biology Education, Volume 13, Issue 1, 2026, Article No: e2605
https://doi.org/10.29333/ejhbe/19434
Publication date: 27 Sep 2026
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