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GROUP: BIOMED 3

GROUP: BIOMED 3. A Study of Emotional Intelligence (EI) level among Year One to Year Three Students of Biomedical Science Programme of Faculty of Health Science, UKM KL Session 2011/2012. Under the supervision of : PN. NUR ZAKIAH BINTI MOHD SAAT. Group Members:. Introduction.

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GROUP: BIOMED 3

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  1. GROUP: BIOMED 3 A Study of Emotional Intelligence (EI) level among Year One to Year Three Students of Biomedical Science Programme of Faculty of Health Science, UKM KL Session 2011/2012 Under the supervision of : PN. NUR ZAKIAH BINTI MOHD SAAT

  2. Group Members:

  3. Introduction Emotional intelligence: “a type of social intelligence that involves in the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions.” (Salovey and Mayer, 1990) Advantage of the study is we can know the emotional intelligence level of Biomedical Science students and some emotional intelligence improvement courses can be suggested.

  4. Conceptual Framework General Mood (Bar-On, 1997) Intrapersonal Ability (Shearer, 2006) Gender (Austin et.al, 2005) Factors affecting Emotional Intelligence Stress Management (Day & Livingstone, 2005) Year of Study Low EI Level

  5. Research Question What is the emotional intelligence level among year one to year three students of Biomedical Science Programme of Faculty of Health Science, UKM KL, session 2011/2012?

  6. Hypothesis • The emotional intelligence level among year one to year three students of Biomedical Science Programme of Faculty of Health Science, UKM KL, session 2011/2012 is low.

  7. General Objective To determine the emotional intelligence level among year one to year three students of Biomedical Science Programme, UKM.

  8. Specific Objectives • To determine the percentage of low, average and high of emotional intelligence level among students. • To compare the mean of emotional intelligence of students among gender. • To compare the mean of emotional intelligence of students among their residential area. • To compare the mean of emotional intelligence of students among year of study.

  9. Research Methodology • Exclusion Factor: • Students have emotional • problems . Inclusion Factor: 1st year to 3rd year biomedical science student

  10. Pilot Study Reliability Test - Cronbach’s Alpha • Our result is 0.827 • Therefore, it is highly reliable.

  11. Sample Size-Krejcie & Morgan, (1970)

  12. Demographic Data :

  13. Dependent Variables • Emotional Intelligence (EI) level • Low • Average • High

  14. Independent Variables • Gender • Male • Female • Residential Area • KTSN • Other than KTSN • Year of Study • Year 1 • Year 2 • Year 3

  15. RESULT

  16. SPECIFIC OBJECTIVE 1 To determine percentage of low, average and high of EI level among students

  17. Descriptive Statistic

  18. Percentage of average and high of EI level among students Percentage % 27 EI level

  19. Percentage of average and high EI level of students among gender Percentage (%) 86 22 5 Gender

  20. Percentage of average and high EI level of students among residential area Percentage % 36 70 21 6 Residential area

  21. Percentage of average and high EI level of students among year of study Percentage % 50 39 9 10 8 Year of Study

  22. SPECIFIC OBJECTIVE 2 To compare the mean of EI of students among gender

  23. Independent t Test

  24. Normality Test (Kolmogorov Smirnov) • Sig. value = 0.200 • Since Sig. > 0.05, data is normally distributed.

  25. The mean of male students is lower than that in female students.

  26. Levene’s Test for Equality of Variances • F = 0.529 , Sig. = 0.468 • Since Sig value > 0.05, Ho is not rejected. So, equal variance is assumed. • Independent Samples Test • From the data equal variance assumed: • t = -0.075 , df = 131 • p = 0.941 • Since p value > 0.05. So, Ho is not rejected. • We can conclude that there is no significant difference of mean EI among male students and female students.

  27. SPECIFIC OBJECTIVE 3 To compare the mean of EI of students among their residential area

  28. Independent t Test

  29. The mean of KTSN students are higher than that in other than KTSN students.

  30. Levene’s Test for Equality of Variances • F = 0.029 , Sig. = 0.866 • Since Sig > 0.05, Ho is not rejected. So, equal variance is assumed. Independent Samples Test • From the data equal variance assumed: • t = 0.892, df = 131 • p = 0.374 • Since p value > 0.05, so Ho is not rejected. • We can conclude that there is no significant difference of mean EI among students staying in KTSN and other than KTSN.

  31. SPECIFIC OBJECTIVE 4 To compare the mean of EI of students among year of study

  32. One-Way Analysis of Variance (ANOVA)

  33. The mean of Year 1 is the highest compared to that in Year 2 and Year 3.

  34. One-Way Analysis of Variance (ANOVA) • F = 2.017, df (2, 130) • p = 0.137 • p value > 0.05, Ho is not rejected. • Thus, we can conclude that there is no statistically significant difference of mean EI among year of study.

  35. DISCUSSION

  36. There is no significant difference of mean EI among gender. • Ogunyemi (2008) did a study on the effects of provocation and emotional mastery programmes on fostering EI of Nigerian adolescents • result shows gender does not have any significant effect on the participants’ level of EI. • The result of our study is parallel with this study. • Due to the equal participation of the male and female Biomedical students in joining the activities organized by the Programme of Biomedical Science.

  37. There is no significant mean difference of EI among residential of KTSN or other than KTSN. • This finding is contrast with a previous research done by Madhavi et al. (2010), • Students staying at home / places other than hostel have higher EI than those staying at hostel. • This may due to the fact that all biomedical science students are having the same staying environment (peaceful, complete facilities, no financial problem).

  38. There is no statistically significant difference of mean EI among year of study. • According to research done by Bradshaw (2008), • no significant difference between African American female college students’ emotional intelligence level and their academic level. • This may due to • Every Biomedical Science student is having the same workloads and study acquirement. • Gap of age is only one or two years difference • the differences in experience and time is not big

  39. CONCLUSION

  40. Overall mean of emotional intelligence (EI) level among year one to year three students of Biomedical Science Programme is average. • This means that students have good emotions and stay optimistic. (General mood) • They are able to monitor well their own emotions and remain calm and work under consistent pressure. (Stress management) • They also able to think and know their own strengths and weaknesses. (Intrapersonal ability)

  41. b) Some high EI levels among first year students and students who stay in KTSN • Compulsory to stay in KTSN and involve in certain activities conducted • Better way to control emotions and stress compared to seniors and those staying outside • c) There is no significant difference between the mean of EI level among male students and female students. • d) There is no significant difference between the mean of EI level among students staying in KTSN and other than KTSN.

  42. Reference • Bradshaw, F. B. (2008). Exploring the Relationship between Emotional Intelligence and Academic Achievement in African American Female College Students. College of Notre Dame of Maryland. 193- 195 [2 May 2012] • Castro-Schilo, L. & Kee, D.W. 2010. Gender Differences in the Relationship between Emotional Intelligence and Right Hemisphere Lateralization for Facial Processing. Brain and Cognition 73(1): 62-67. http://www.sciencedirect.com.www.ezplib.ukm.my/science /article/pii/S0278262610000357 [2 May 2012] • Fiedeldey C. (2010). Advanced Interpretation Report for Selection & Recruitment. Http://www.epsyconsultancy.com/resources/AIR- Select%20Steph%20Exemplar.pdf [2nd April 2012] • Waddar, M. S. & Aminabhavi, V. A. (2010). Self-Efficacy and Emotional Intelligence of PG Students, Journal of the Indian Academy of Applied Psychology [2 May 2012]

  43. Malekar S. & Mohanty R.P. (2008). Factors Affecting Emotional Intelligence: An Empirical Study for Students of Secondary Schools and Professional Colleges.Vilakshan XIMB Journal of Management 5(1): 23-42. [1st April 2012]. • Mayer, J.D. & Salovey, P. (1990). The Intelligence of Emotional Intelligence. Intelligence 17(4): 433-442. [1st April 2012]. • Salguero, J.M., Extremera, N. & Fernandez-Berrocal, P. 2012. Emotional Intelligence and Depression: The Moderator Role of Gender. Personality and Individual Differences 53(1): 29-32. http://www.sciencedirect.com.www.ezplib.ukm.my/science/article/pii /S019188691200075X [2 May 2012] • R. Ademola Olatoye, S.O. Akintunde, M.I. Yakasai., 2010. Emotional Intelligence, Creativity and Academic Achievement of Business Administration Students. Electronic Journal of Research in Educational Psychology 8(2): 763-786 http://www.investigacian psicopedagogica.org/revista/articulos/21/english /Art_21_449.pdf

  44. THANK YOU

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