Chapter One: Introduction
Learning styles refer to the different approaches to learning, knowledge processing and problem-solving that students use (Mark, 2013). Learning styles differ among students. Some of the ways learning styles between individuals can differ are amongst achievement levels, gender, age, and culture. Individuals’ achievement levels can be high versus low academic achievement. Thus, awareness of the person’s learning style will help to more effectively solve everyday problems and make life easier. Many educators become aware that students ‘ emotional intelligence should be incorporated into and enrolled in the classroom in the learning environment. When learning style and emotional intelligence are addressed, it increases the academic achievement of learners.
Emotional Intelligence refers to the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and our relationships (Goleman cited in Parviz, 2012) There are two types of models of emotional intelligence. They are the ability model and the mixed model. The ability model of emotional intelligence involves the ability to reason with and about emotions, and the capacity of emotions to enhance thought. This model is a set of mental abilities that are part of, and contribute to logical thought. The mixed model of emotional intelligence involves mixing the qualities of emotional intelligence with other personality traits unrelated to emotions or intelligence. The mixture of abilities, personality traits, and dispositions are synonymous with this trait.
Learning styles and emotional intelligence have been studied frequently as separate research topics (Alavinia, 2012). However, there is a lack of research involving both learning styles and emotional intelligence and the effects on adult learners. Emotional intelligence is a relatively new intelligence construct. The limited number of studies in these areas indicates the need for further research in understanding the correlation and relationship of learning styles and emotional intelligence.
This study seeks to examine the relationship between learning styles and emotional intelligence among adult learners. This will help teachers and adult learners in Nigerian universities to better understand these findings and use these findings to enhance classroom learning. This examination of these two concepts can lead to a better understanding of the impact of learning styles and emotional intelligence in adult learners. It can also help adult learners enhance their classroom skills. Understanding one’s learning styles can help the learner improve achievement in class (Honigsfeld & Dunn, 2006), but understanding how learning styles and emotional intelligence correlate together can open new doors to an adult’s learning skills.
Chapter Two: Literature Review
This chapter reviews the literature on the relationship between learning styles and emotional intelligence of educational management students in Nigerian universities. The literature is presented under sub-headings derived from the study’s research questions. Gaps to be filled by the present study are highlighted.
Chapter Three: Research Methodology
This chapter deals with the methodology and the research instrument to be used in getting data for the study. This study uses a descriptive survey type. The target population consist of all Educational Management students at the Tai Solarin University of Education, Ijagun, Ogun State. A questionnaire will be used as an instrument for data collection. The relevant statistical tool in the SPSS will be used for data analysis.
Chapter Four: Data Analysis
In this chapter, the researcher will analyse the data collected for the research work and interpret it according to the research hypotheses formulated in chapter one.
Chapter Five: Summary, Conclusion and Recommendations
Summary and conclusions are to be drawn from the research literature, research findings and data analysis. Recommendations will be made in the final chapter