Abstract
This study assessed the impact of Integrating Emotional Intelligence on Pupils' Attitudes Toward Mathematics. Based on the purpose of the study two research questions and two hypotheses were formulated and tested at 0.05 level of significant. The study adopted a pre-test, post- test non-equivalent control group of Quasi-experimental research design. The population of the study comprised of all the 1,367 primary six pupils in Alvan Ikoku Federal College of Education demonstration school in Owerri, Imo State. A sample size of 135 pupils participated involving simple random sampling technique. The experimental group comprise of 65pupils while control group comprise of 70 pupils. The instrument used for data collection was Attitudes Toward Mathematics Inventory (ATMI). The validity of the instrument was done by three experts two from Measurement and Evaluation and one from Mathematics Education. The reliability of the instrument was 0.97 using Cronbach alpha reliability co-efficient. Data collected were analyzed using mean and standard deviation for the research questions while t-test was used to test the hypotheses at 0.05 level of significance. The study indicated that the integration of emotional intelligence in teaching and learning process has significantly increased pupil' attitude towards Mathematics irrespective of gender. Consequently, it is recommended that Mathematics teachers should be trained through intensive seminars, workshops and in-service trainings on the use of emotional intelligence for teaching and learning of mathematics.