Achievement In Economics Of Higher Secondary School Students In Relation To Social Intelligence

Abstract

The present study investigated the relationship between Social Intelligence and Achievement in Economics among higher secondary school students in Kerala. A sample of 100 students (50 males and 50 females) was selected through stratified random sampling from government and aided institutions. Standardized tools—the Achievement in Economics Test and Social Intelligence Scale—were administered. Data were analyzed using mean, standard deviation, t-test, Pearson’s product–moment correlation, and one-way ANOVA. The findings revealed a moderate positive correlation (r = 0.47, p < 0.01) between Social Intelligence and Achievement in Economics. Gender-wise comparison showed no significant difference in Achievement in Economics or Social Intelligence. However, students from aided institutions scored significantly higher than those from government schools. The study concludes that social competencies play an essential role in improving learners’ academic performance in Economics and recommends the integration of social-emotional learning strategies into classroom instruction.