1. Impact of emotional intelligence on learning-styles of students with special needs at higher level.By
Dr. Quratulain Hina
Dr. Saira Nudrat.
Ms Mehwish Pervaiz
Department of Education,
National University of Modern Languages, Islamabad.

2. Research Variable Emotional Intelligence Learning Styles Competitive
Collaborative
Avoidant
Dependant
Independent
Participated
Emotionality,
self awareness
well being
sociability

3. Research Objectives
To assess the impact of emotional intelligence on the Learning Style Diversity among Students with special needs.
To find out the difference in Emotional Intelligence of students with special needs on the basis of gender.
To find out the difference in learning styles of students with special needs on the basis of gender.
To find out the difference in Emotional Intelligence of students with special needs on the basis of age.
To find out the difference in learning styles of students with special needs on the basis of age.
To find out the difference in Emotional Intelligence of student with special needs on the basis of the level of education.
To find out the difference in learning styles of students with special needs on the basis of the level of education.
To suggest measures to improve Emotional Intelligence to deal student with learning style diversity in an effective manner.

4. Research Hypothesis
There is no impact of emotional intelligence on the Learning Style Diversity among Students with special needs.
There is no difference in Emotional Intelligence of students with special needs on the basis of gender.
There is no difference in learning styles of students with special needs on the basis of gender.
There is no difference in Emotional Intelligence of students with special needs on the basis of age.
There is no difference in learning styles of students with special needs on the basis of age.
There is no difference in Emotional Intelligence of student with special needs on the basis of the level of education.
There is no difference in learning styles of students with special needs on the basis of the level of education.

5. Methodology Research Design Comparison based descriptive research.
Quantitative analysis approach.
Comparison based descriptive research.

6. Methodology Population Sample Purposive sampling technique
National University of Modern Languages, Islamabad
Total Students
8400
Sample
Purposive sampling technique
No. Of Respondents Selected
No. Of Respondents Contributed
205
185

7. Methodology 30 60 0.75 0.80 Instrument Scale Items Reliability
Emotional Intelligence Scale
(Emotionality, self awareness, well being and sociability) 30
0.75
Learning Style Diversity Assessment Scale 60
0.80
Learning Style Diversity 60
Competitive 10
Collaborative
Avoidant
Dependant
Independent
Participated

8. Findings
Majority of the respondents scored between That shows that the majority of the students were not emotionally stable.

9. Findings
the independent variable (EI) had 0.2 percent variation in Learning Style Diversity and the rest is due to some other factors. While EI and Learning Style Diversity were not significantly related with each other.
EI had 0% impact on Competitive learning style (R2 = 0.00).
EI had 0% impact on collaborative learning style (R2 = 0.00).
EI had 0.8% impact on Avoidant learning style (R2 = 0.008).
EI had 0% impact on dependant learning style (R2 = 0.000).
EI had 0.4% impact on independent learning style (R2 = 0.004).
EI had 0.1% impact on participative learning style (R2 = 0.001).
Thus the hypothesis “There is no impact of emotional intelligence on the Learning Style Diversity among Students with special needs” is approved.

10. Findings
There was no significant difference between male and female students with reference to the emotional intelligence.
Thus the hypothesis “There is no difference in Emotional Intelligence of students with special needs on the basis of gender” is approved.

11. Findings
There was no significant difference between male and female students with reference to the learning style diversity.
Further the table shows that there was statistically no significant difference between male and female respondents in any learning style (competitive, collaborative, avoidant, dependant, independent and participative).
The hypothesis “There is no difference in learning styles of students with special needs on the basis of gender” is approved as well.

12. Findings
There was no significant difference on the basis of age difference among students with reference to the emotional intelligence.
So the Hypothesis “There is no difference in Emotional Intelligence of students with special needs on the basis of age” is also approved.

13. Findings
There was no significant difference on the basis of age difference among students with reference to the learning style diversity.
So in this case the hypothesis “There is no difference in learning styles of students with special needs on the basis of age” also approved.

14. Findings
There was no significant difference on the basis of the level of education among students with reference to the EI.
In this case the hypothesis “There is no difference in Emotional Intelligence of student with special needs on the basis of the level of education” is approved as well.

15. Findings
The Table No. 10 shows that the F value (0.112) was not statistically significant. That explains there was no significant difference on the basis of the level of education among students with reference to the learning style diversity.
Hypothesis “There is no difference in learning styles of students with special needs on the basis of the level of education” is approved as well.

16. Recommendations
It is recommended on the basis of the findings that there may be some training workshops for the exercises related to emotional expressions.
Similar trainings may be conducted for the students at departmental level.
It is also recommended for the teachers to conduct group activities. In this way the students will interact with each other. This interaction will lead to understand the emotions, behavior, actions and reaction of others.
Community service projects may be given to students. This may bring emotional stability and the students.

17. Recommendations
It is also suggested that during the course development it needs to be ensured that multiple intelligence has to be accommodated. As we all learn on the basis of our likeness, and preferences that lead to learning style diversity. So there would be diverse activities in the class. In this way all students with different styles of learning will be accommodated.
It is recommended for the teachers to manage one session in a month in which the students can get the opportunity to interact and express their emotions, feeling and thoughts in an informal way. This may lead to develop positive interactions.
Teachers are recommended to identify the passion and aptitude of the students so that the same passion can be utilized in their learning styles and selection of teaching strategies.
Students need to be encouraged to understand their strengths and weaknesses. The positive features may be highlighted so that the students may build positive self concepts.

18. Recommendations
Further an Emotional Intelligence Development Model has been presented by the researcher to be implemented in the educational institutions for teachers and students both.

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