Gender Differences in Teaching Literature Through an Emotional Intelligence Model

Abstract

This 12-week experimental study examines the relationship between emotional intelligence (EI) scores and gender in an effort to clarify the persistent generalization that males are less emotionally intelligent than girls. The intervention program's curriculum that was introduced to 87 grade 11 male and female Lebanese students included four literary short stories with three levels of analysis: informational, conceptual, and ESL. Characters, emotional intelligence abilities, and attributes were analyzed at the last level of analysis. At the start of the program and following therapy, the participants took the Shutte Social Emotional Intelligence Test (SSEIT). The study did not reveal any appreciable variations between genders in this regard. Males and females were almost equally emotionally intelligent. It is advised that, in addition to gender, the relationship between emotional intelligence and academic success be explored in order to uncover any correlations that may benefit students in their studies. The study found that EQ scores improved for both sexes after the intervention, but there was a small but significant difference in mean EQ scores between males and females after the intervention. This indicates that teaching literature using an emotional intelligence paradigm has a statistically significant impact on the emotional intelligence EQ scores of males and females as indicated by the Shutte Social Emotional Intelligent Test.