The Effects of Philosophical Stories on Emotional Intelligence and Educational Progress of Students in Science Lessons

Abstract

The present study aims to study the effects of philosophical stories on emotional intelligence and educational progress in science lessons among students of second grade who are studying in Shahid schools of Birjand City. The present study is of semi-experimental type and its statistical population includes all elementary students of Birjand City. In the present study, the two-stage cluster sampling is used. Among all elementary schools, the Shahid schools were selected out of which the second grader are included in the statistical population. Out of the statistical population 50 students are randomly assigned to test group (25 students) and control group (25 students). The instruments of data collection in the present study are Schutte Self Report Emotional Intelligence Test (SSEIT, 1998) and researcher’s questionnaire of educational progress. The results are analyzed through SPSS Software (version.19) and covariance analysis. The results show that philosophical stories significantly contribute to improved emotional intelligence and educational progress in science lessons among students of second grade who are studying in Shahid schools of Birjand City. Therefore, one may state that the usage of philosophical stories make the students interested in education and improves their educational condition. In addition, the teachers could increase the students’ emotional intelligence and educational progress.

DOI: 10.5901/mjss.2016.v7n2p282