Emotional Intelligence and Academic Performance among MBBS students in Blended Learning Environment: A Correlational Study
EI and Academic performance among MBBS students in Blended Learning Environment
DOI:
https://doi.org/10.54393/pjhs.v7i2.3813Keywords:
Distance Education, Emotional Intelligence, Academic Performance, Blended Learning, Educational Measurement, ExaminationAbstract
Emotional intelligence (EI) is a critical factor influencing academic performance (AP) and professional competence in medical education. Objectives: To assess the correlation between EI and AP among MBBS students across different professional years, age groups, gender, and achievement levels within a blended learning environment. Methods: A correlational study was conducted at Rashid Latif Medical College, Lahore, from January to June 2023 after ethical approval. Stratified random sampling selected 300 MBBS students eligible for their annual professional examination, with full exposure of students to a blended learning curriculum. EI was measured using the validated National Health Service emotional intelligence questionnaire, and AP was assessed using annual professional marks. Data analysis was performed in SPSS version 25.0. Non-normal variables were reported as median IQR, and normally distributed variables as mean ± SD. Spearman's rank correlation evaluated the relationship between EI and AP, and Kruskal-Wallis tests compared groups. Statistical significance was set as p<0.05 and 95% confidence interval. Results: Overall, EI showed a moderate positive correlation with AP (r=0.557, p<0.001). The strongest correlation was observed in final year students (r=0.747, p<0.001). Third Year students had the highest mean emotional intelligence (202 ± 12.8, p<0.001). Positive correlation was consistent across genders and age groups. High achievers demonstrated significantly higher emotional intelligence than low achievers. Conclusions: Blended learning can enhance emotional intelligence and academic performance, particularly in early clinical years. Integrating structured emotional intelligence development into blended curricula may improve engagement and professional preparedness, including unforeseen challenges such as future pandemics.
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