Keyword: analysis

ABSTRACT: In this study, the relationships between Personality Trait (PT), Emotional Intelligence (EI), and Intrapreneurial Self-Capital (ISC) are examined. A modified version of the Intrapreneurial Self Capital and Trait Emotional Intelligence Questionnaire was administered to 200 first-year and 200 third-year undergraduate students. Hierarchical regression analysis was used to explore relationships. The study found that a significant change in one’s ISC occurs with a unit increase in EI and PT. Also, in reference to respondents aged less than 18, none of the age groups exhibited a positive EI. It was also established that females exhibited a positive EI as compared to their male counterparts, whereas level 300 students also exhibited a positive EI ahead of their juniors in level 100. This study recommends that students should take an interest in non-cognitive workshops and seminars to improve their EI to increase their capabilities to cope with their future careers and work life. It is also recommended that students understand their personality traits to interact well with their colleagues at the workplace after graduation. Lastly, this study recommends that the content of courses taught in our universities should be tailored to enhance EI since the current situation is not too good.

ABSTRACT: The paper highlighted the nexus between various research paradigms vis-a-viz mathematics education. Research in education entails basing the process on three fundamental philosophical traditions – epistemology, ontology, and methodology. The trio formed the core of the paradigm likely to be employed to explain the research problem – in which case, mathematics education research problems. Thus, the paper argues that employing a research paradigm in mathematics education research has far-reaching effect in giving an expository analysis of the problem. The research paradigms that were discussed in this paper comprised of positivism, post-positivism, interpretivism and critical theory. In the end, the paper suggested that, in mathematics education, applying a given research paradigm in explaining a particular research problem is imperative, and can help in viewing the problem from philosophical perspective.