1

Chapter 1
INTRODUCTION

Background
Emotional Intelligence is described as a union of developed capabilities to

determine one’s self values, construct and maintain a series of strong, productive and

healthy relationships, develop sense of camaraderie among others while achieving

positive outcomes; and effectively deal on life’s pressure and hardships. In order for a

person to grow and reach their full potential of their emotional intelligence, one must be

active and engage in affective learning. Placing EI at the centre of learning will develop

and harness the human behaviours that are complexly allied to the positive results of

academic performance and overall well-being.

In recent times, various literatures shown that academic performance have been

determined by such variables that focus on the impact of demographic and socio -

psychological factors (Parker). Several investigators have engaged in research designed

to examine and incorporate emotional intelligence constructs within academic settings.

Jaeger studied the effects of emotional intelligence instruction on academic performance

and found out that a greater association occurs between the two. Similarly, Abisamra

reported that there is a positive relationship between emotional intelligence and academic

achievement. Hence he asked for incorporation of emotional intelligence in the schools’

curriculum. Petrides, Frederickson and Furnham argued that any exploration of the

probable effects of emotional intelligence on academic performance must be pursued in a

specific context.
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Majority of the research suggests that emotional intelligence abilities lead to

superior performance even in the most conceptual and successful careers. The result

states that ‘Emotional Intelligence abilities were four times more important than IQ in

determining professional success and prominence. There is a justly significant body of

literature which suggests that, EI as a measure and test construct/ tool has shown

unquestionable performance in educational as well as industrial/ organizational settings.

One of the most popular and most cited sources is Daniel Goleman’s book Emotional

Intelligence: Why It Can Matter More Than IQ. When it comes to academic success of

students the most commonly used way of determining it is through IQ testing. However,

IQ alone is not a reliable indicator of students’ academic achievement according to

today’s current and arising studies (Craggs, 2005). Daniel’s book tells that only 20% of a

person’s success can be credited to IQ. Many researchers are encouraged to find out other

terms and aspects that comprise the left 80% portion of a student’s success. Goleman’s

book also contributes in other fields and not only focuses in the field of education. The

book also helps those who are in the business industry, someone’s career, personal

relationship and many other affiliates.

While there are some studies found limited correlation between emotional

intelligence and academic performance the result is still mixed and left inconclusive.

Despite the gathered data there is still further investigation to be done about the study.

This present research will aim to fill the gaps left by researches held on the influence of

Emotional Intelligence on Academic Performance. We will follow (1995) Goleman’s

Theory of Emotional Intelligence. Who theorized that emotional intelligence furnishes the

base for emotional abilities that promote social and personal skills in individuals for
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greater showing and production in wherever field they may be. Those who have high

competency can acknowledge emotions and have great impact to others feelings, as

compared to those who have less capability. Formalizing and organizing their emotions

can help them perform better in workplaces. This influential, popular psychologist Daniel

Goleman developed a framework of five elements that define emotional intelligence

namely: Self-awareness, Self-regulation, Motivation, Empathy, Social skills. These five

domains are considered and verifiable for its relation with academic performance.

Significance of the Study

This study aimed to know the indications of one’s Emotional Intelligence to the

following individuals or groups.

To the Students. The study would help students to become aware of the relation of their

Emotional Intelligence on their academic performance and will help them to use it

develop these skills and improve their school performance.

To the Parents. They would understand and know how to handle their child’s emotional

status and well-being at the same time monitors how these affect their academic

performance. They will be aware that Emotional Intelligence reflects to their child’s

academic performance in school.

To the Teachers. They can assess if the Emotional Intelligence helps the students in their

academic performance. They will also know the indications and the proper approach to

develop their students’ Emotional Intelligence for the betterment of academic

performance.

To the Future Researchers. This study would serve as a reference for their future

research.
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Statement of the Problem

The main problem of the study was to determine the Relationship between

Emotional Intelligence to the Academic Performance among STEM students of President

Ramon Magsaysay State University, Iba Main Campus A.Y. 2019-2020.

This study sought to answer the following questions:

1. What are the profile variables of the student-respondents in terms of;

1.1. Age;

1.2. Sex;

1.3. Year level;

1.4. Monthly Income of Family; and

1.5 Grade Point Average of the respondents in the first semester?

2. What are the relations of the academic performance of students towards the results/

scores of Emotional Intelligence Test which is inspired from Daniel Goleman’s

theory of framework of five elements that define emotional intelligence namely:

2.1. Self-awareness;

2.2. Self-regulation;

2.3. Motivation;

2.4. Empathy; and

2.5. Social Skills?

3. Is there a significant difference on the results of EI Test when grouped according to

profile variables?

4. Is there a significant difference on the academic performance when grouped

according to profile variables?

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5. Is there a significant relationship between the academic performance and the result of

EI Test by the student respondents?

Scope and Limitation

This research was focused on the level of emotional intelligence of STEM

students at President Ramon Magsaysay State University in relation to their Academic

Performance. A.Y. 2019-2020.

The research process led the researchers and the readers towards determining the

relationship between the emotional intelligence consists of five elements namely: Self-

awareness, Self-regulation, Motivation, Empathy; and Social skills towards the academic

performance of the said students.

The primary data gathering procedure that was used is the questionnaire. The

study was delimited to the group of students of the academic track Science and

Technology, Engineering and Mathematics.

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Chapter 2

FRAMEWORK OF THE STUDY

This section of the study shown information, materials and data cited from foreign

and local resources as books, journals, websites and thesis which had linking on the

present study that gave the research adequate framework ideas and information of the

study.

Review of Literature and Related Studies

Review of Literature

Mayer & Salovey define emotional intelligence as “the subset of social

intelligence that involves the ability to monitor one's own and others' feelings and

emotions, to discriminate among them and to use this information to guide one's thinking

and actions” (1990). They later redefine the term as “the ability to perceive accurately,

appraise, and express emotion; the ability to access and / or generate feelings when they

facilitate thought; the ability to understand emotion and emotional knowledge; and the

ability to regulate emotions to promote emotional and intellectual growth” (Mayer and

Salovey, 1997). They propose a model of EQ that consists of four domains of abilities

which are the perception, use, understanding and regulation of emotion. Emotional

intelligence is claimed to affect various aspects of human performance, namely in

physical and psychological health, social interaction and performance at school and in the

work place (Bar-On, 1997). Unlike Intelligent Quotient (IQ), emotional intelligence (EQ)

is associated with career and personal life success, including success in the academe

(Mayer and Salovey, 1997; Goleman, 1995). There has been a lot of research carried out
 7

in order to establish the relationship between emotional intelligence and academic

achievement. Jaeger’s (2003) study (as cited in Romanelli, Cain and Smith, 2006) reveals

that levels of emotional intelligence among 150 students of a general management

graduate-level course were associated with academic performance. Among these 150

students, greater correlation between emotional intelligence and academic performance

was 306 Maizatul Akmal Mohd Mohzan et al. / Procedia - Social and Behavioral

Sciences 90 ( 2013 ) 303 – 312 found among students who were offered emotional

intelligence curriculum as compared to their counterparts who did not undergo the

curriculum. Based on the findings of this research, researchers concluded that emotional

intelligence is both teachable and learnable by teachers and students. In another study

involving more than 3,500 first-year students of a public university, Jaeger and Eagan

(2007) found that interpersonal, stress management and adaptability to be significant

predictors of students’ academic achievement. They claimed that ability to deal with

stressful situations allow learners to “manage the anxiety of tests, deadlines, competing

priorities, and personal crises”. Other than that, adaptability among college students

identifies individuals who are “generally flexible, realistic, effective in understanding

problematic and emotional situations, and competent at arriving at adequate solutions”.

Jaeger and Eagen further concluded that in achieving college success, a student needs to

have these abilities to be calm, flexible, and realistic when dealing with pressures.

Likewise, Jaeger, Bresciani, and Ward (2003) also found that interpersonal skills and

students’ general mood were significantly correlated to high school GPA.Similarly,

Aminuddin, Tajularipin, and Rohaizan’s (2009) study examining emotional intelligence

level among 223 Form One and Form Four students in rural areas reveal findings that
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also support the influence of emotional intelligence on academic achievement. They

found that the emotional intelligence is closely related to the students’ academic

achievement, which, they added, corroborates with the findings by Parker et al. and

Petrides et al. Dr. Reuvan Bar-On, one of the proponents and leading researchers in the

study of emotional intelligence also recognizes the influence of this non-cognitive ability

in the success of a student’s life. He posits that “ability to manage one’s emotions, to be

able to validate one’s feelings and to solve problems of a personal and interpersonal

nature are important for being academically successful; additionally, academic

performance appears to be facilitated by being able to set personal goals as well as to be

sufficiently optimistic and self-motivated to accomplish them” (2005). Bar-On further

postulates that an assessment of emotional intelligence levels among students can be

significantly used to predict their scholastic performance. He argues that such

information can be used to identify “students who are in need of guided intervention” and

to enhance their emotional social intelligence competencies and skills thus helping them

to perform better academically. In a nutshell, knowledge on students’ emotional

intelligence allows educators and administrators as well as the students themselves to

recognize the importance of emotional competencies in learning hence capitalizing on

them to achieve the common educational goals. All the research findings discussed

indicate the role that emotional intelligence plays in determining academic achievement

among students. Given its importance, there has been recognition to develop emotional

intelligence skills among students in order to assist them in performing in their studies.

Low, Lomax, Jackson and Nelson (2004) assert that “emotional knowledge, skills, and

intelligence hold a major key to improving education and helping students, teachers,
 9

faculty, and student development professionals attain higher degrees of achievement,

career success, leadership, and personal well-being”. - (Maizatul Akmal Mohd Mohzan

,Norhaslinda Hassan & Norhafizah Abd Halil).

From the research of Petrides et al (2004) they looked at the relationship between

trait emotional intelligence, academic performance and cognitive, they discovered

that emotional intelligence moderated the relationship between academic performance

and cognitive ability. Parker et al (2004) in their studied concluded that different

variable of emotional intelligence used as predictors of academic success. They

found that highly successful students scored higher than unsuccessful group on three

subsets of emotional intelligence (interpersonal ability, stress management and

adaptability). Also, in a study carried out by Rode et al. (2007), they predicted that

emotional intelligence was related to academic performance for two reasons. Firstly,

academic performance involves a great deal of uncertainty. Secondly, majority of

academic work is self-directed, requiring high levels of self-management. Thus, students

that possess high emotional intelligence would perform better academically. Svetlana

(2007), suggests the need to incorporate emotional intelligence training into

secondary education curricula, due to a significant relationship between emotional

intelligence and academic achievement. - (Michael Ewela Ebinagbome & Dr. Ismail

Nizam).

According to Ma. Socorro M. Eala & Christian Joy De Macale, EQ is one factor

that influences students’ learning process. It contributes to students’ academic

achievements and is considered vital for their success in school. However, belonging to

migrant worker’s family nurturing one’s emotions is significantly challenging to

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achievement or development. Resilience can be thought of as competence in the face of

significant challenges to achievement or development. It is the capacity of dynamic

system to withstand or recover from significant disturbances. Therefore, resiliency could

be named as a fundamental but common and ordinary adaptive system that could answer

the concern of students and children belonging to migrant parents. This study explored

the relationship among emotional intelligence, resilience and academic performance of

64 Filipino children of OFW parents. Data were collected using a Bar-On Emotional

Quotient Inventory (EQ-i) and Child and Youth Resilience Measure (CYRM). Findings

showed that emotional intelligence had positive link to resilience and academic

performance. Mediation analysis was also carried out. The theoretical and practical

implications to counseling are discussed.

(Bance, Lucila & Ray B. Acopio, John. 2016) shows responsibility of academic

institutions to produce holistically developed individuals puts compounded pressure on

the school administrators to raise students’ achievement. While most learning institutions

put a premium on readying its learners in attaining scholastic success, it is quite apparent

how most Philippine schools neglected to put an ample attention to one’s emotional and

social growth. This current study utilized a descriptive-correlational design—with a

randomized sample of 203 university academic achievers between ages of 16 to 21—to

generate relationships among factors derived from Emotional Quotient-i: Youth Version

(EQ-i:YV) and academic performance as measured by General Pointed Average (GPA).

Pearson’s correlations suggested that the overall emotional intelligence has significant

positive associations with intrapersonal, interpersonal, stress management, adaptability

and general mood scales while overall emotional intelligence and its composite scales are
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related to academic performance. Thus the findings affirmed the claim that the more the

academic achievers become emotional-social intelligent, the higher their tendency to

exude academic prowess. This study further highlights the potential implications of

emotional intelligence in educational progress and academic success; hence emotional

intelligence-based activities should be integrated in higher education curriculum.

Related Studies

Farooq in 2003 studied the effect of emotional intelligence on academic

performance of 246 adolescent students. His analysis reports reveal that the students with

high level of emotional intelligence perform well comparatively with that of the students

having low level of emotional intelligence.

Drago in 2004 investigated the relationship between emotional intelligence and

academic achievement in nontraditional college students. As the students have different

cognitive abilities, the role of emotional intelligence can be better understood in their

academic achievement. His analysed that emotional intelligence was significantly related

with the students GPA, cognitive abilities and age.

Parker and others in 2005 examined the impact of emotional intelligence on the

successful transition from high school level to university level. The results of their study

revealed that academically successful students had tremendous higher levels of several

different emotional and social competencies. From this study they identified the

importance of emotional intelligence in the successful transition of students from high

school to university.
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Mestre and others in 2006 conducted a survey on 127 Spanish adolescents, the

ability to understand and manage emotions, analysed by a performance measure of

emotional intelligence (the MSCEIT), and correlated positively with teacher ratings of

academic achievement and adaptation for both males and females. The study revealed

that the emotional abilities are positively correlated among the females with peer

friendship nominations and also found that EI is positively associated with teacher ratings

of academic adaptation among boys and peer friendship nominations among girls.

Malekari and Mohanty, in 2011 has conducted a study and viewed that how

Emotional intelligence have important clinical and therapeutic implications as it is

emerged from an amalgamation of research findings on how people appraise,

communicate and use emotions.

Zeidner and others in 2004 has pointed out that there hasn’t been sufficient

research to clearly know the impact of Emotional intelligence on the academic success.

Kattekar (2010) conducted a survey on 500 IX standard students of Kannada

language to know the impact of emotional intelligence on the academic achievement. His

interpretations revealed that a positive relationship exist between emotional intelligence

and academic achievement of students.

Bai in 2011 examined the anxiety proneness and emotional intelligence in relation

to the academic achievement of preuniversity students. The study is exploratory, the

performance of the students in the examination was considered very seriously to study

the influence of anxiety proneness and emotional intelligence on their academic

achievement. He involved 500 students belonging to Bangalore urban and rural areas
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from various education streams like science, arts and commerce. His analysis reported

that there was significant difference in academic achievement and emotional intelligence.

- (Joiceswarnalatha.R)

(2018 Lorna V. Dacillo) her investigation finds the correlation between the

emotional intelligence and academic performance in mathematics of the elementary

pupils of Batangas State Unversity ARASOF Nasugbu. A standardized questionnaire

entitled Bar-On Emotional Quotient Inventory: Youth Version was used to measure the

emotional intelligence of the seventy-five (75) pupils which includes intrapersonal,

interpersonal, stress management, adaptability, general mood, positive impression scale

and total emotional quotient of the respondents. The final grade in mathematics was used

to measure the academic performance in mathematics. The intrapersonal skill of the

pupils show that they demonstrate their feelings honestly and for the interpersonal skills

having friends is the most important thing for them. The study also shows that

respondents have adequate emotional and social capacity including coping for daily

demands and pressures. The findings of the study showed that the emotional quotient had

no significant difference in terms of their gender and ages and that there is no relationship

between emotional and academic performance in mathematics of the elementary pupils of

Batangas State University – ARASOF Laboratory School. Emotional intelligence is seen

as an important element in life based from different studies that is why additional

activities about emotional quotient and mathematics was recommended so students will

excel in mathematics and be people-smart.

(Erdell A. Baron | Angelica T. Lanuang) attempted to find out the relationship

between the emotional intelligence and academic performance among the student leaders
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and members of academic organizations in Colegio de San Juan de Letran Calamba.

Through stratified random sampling, the 138 respondents were determined from the

following organizations: Psychological Function Society (PFS) from School of Arts and

Sciences, Information Technology of Letran (INTEL) from the Institute of Computer

Science and Technology, Letran Mechanical Engineering Society (LMES) from the

School of Engineering, The Hospitality Management Students Society (THOMASS)

from the School of Business Management and Accountancy, and Letran Nursing Students

Association (LNSA) from the School of Nursing.

The respondents’ academic performance was determined through their General

Weighted Average (GWA) obtained from the Office of the Registrar. On the other hand,

the emotional intelligence of the respondents, was measured through a standardized test

called the BarOnEQ-i:YV by Dr. Reuven Baron. Using the t-test, the researchers

obtained the mean scores of the EQ and GWA of the respondents. Findings showed that

there was a positive correlation between the EQ and the academic performance of the

respondents.

In view of the findings, the addition of elective subjects concerned with stress

management was recommended to develop the students’ coping mechanism in handling

stress. Also, to enhance particular components of the students’ EQ, the school staff

involved in student activities could design training programs based on the results of this

study.
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Conceptual Framework

The major notion of this study was focused on the relation of Emotional

Intelligence towards the Academic Performance of the STEM students of President

Ramon Magsaysay State University – Iba Campus. Figure 1, shown the paradigm of the

study.

INPUT PROCESS OUTPUT

I. Profile of the
Respondents EI Test/ Questionnaires Discover the
1.1. Age
1.2. Sex Relationship between
Statistical Tools
1.3. Year level
1.4. Monthly Income  Frequency Emotional Intelligence
of Family; and  Percentage
1.5. GPA to the Academic
 Weighted Mean
 Analysis of Performance among
II. The relation of the
Variance
academic performance of
(ANOVA) STEM students of
students towards the
results/ scores of  Pearson r
Emotional Intelligence President Ramon
Test which is inspired
from Daniel Goleman’s Magsaysay State
theory of framework of
five elements that define University, Iba Main
emotional intelligence
namely: Campus A.Y. 2019-
1.1. Self-awareness
1.2. Self-regulation 2020.
1.3. Motivation
1.4. Empathy; and
1.5. Social skills

Figure 1
Paradigm of the Study
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The Input box included the profile of the respondents in terms of sex, age, year

level, monthly income of family and GPA of student. It also included the relationship

between the results of the students’ Emotional Intelligence Test to their academic

performance.

As for the Process box, it included the data gathering processes using

questionnaire like EI Test, and different statistical tools like frequency, percentage,

weighted mean, ANOVA (Analysis of Variance), and Pearson r.

For the Output box, it determined the Relation of Emotional Intelligence on the

Academic Performance of STEM students of President Ramon Magsaysay State

University A.Y. 2019-2020.

Null Hypotheses

1. There is no significant difference on the results of EI Test when grouped

according to profile variables.

2. There is no significant difference on the academic performance when grouped

according to profile variables

3. There is no significant relationship between the academic performance and the

result of EI Test by the student respondents.

DEFINITION OF TERMS
For better understanding of this study, the researchers defined words that are

widely used in this study. The terms are as follows:

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Emotional Intelligence- This is the capacity of the student to be aware of, control, and

express one's emotions, and to handle interpersonal relationships judiciously and

empathetically.

Academic Performance- It is the students’ performance that reflects to their grades.

Self-awareness- It is the ability to know one’s emotions, strengths, weaknesses, values

and goals; to comprehend their impact on others and to use insights in taking decision.

Self-regulation- It is the skill to control and or manage one’s unsettling emotions and to

adapt to shifting situations.

Social skill- It is the proficiency in managing relationships to drive or direct others in

one’s desired direction.

Empathy- It is the ability to take into account other’s feelings especially when making

decision.

Motivation- It is the urge to drive for achievement.

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Chapter 3
RESEARCH METHODOLOGY
This chapter presented the methodology that was used in the study. It involved the

research design, the respondents of the study, the research locale, the research

instruments, validation of instrument, the data gathering procedure and the statistical

treatment of data.

Research Design

In order to see the whole picture of the relationship between the emotional

intelligence on the academic performance of the STEM students of President Ramon

Magsaysay State University, the descriptive method was used in the study.

This research engaged descriptive research design with the survey questionnaire

as the main source of gathering the needed data. The descriptive method of research is the

best suitable method to be used since the researcher is concerned in knowing the relation

of emotional intelligence on the academic performance of STEM students.

As a descriptive research, it will accumulate data and accurate information to

describe existing phenomena. It will comprehensively describe the area of interest

factually. It will allow the researchers to carefully describe and understand the

phenomena.

Research Locale

The study was conducted in President Ramon Magsaysay State University,

commonly referred to as PRMSU since the chosen respondents were students of the

university. The President Ramon Magsaysay Technological University is a government

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funded higher education institution in Zambales established in 1910. The main campus of

the university was located in the Municipality of Iba, Province of Zambales. The

university was named after the province's greatest son and former President of the

Republic of the Philippines, President Ramon Magsaysay. It has also satellite campuses

in the municipalities of Sta. Cruz, Candelaria, Masinloc, Botolan, San Marcelino,

Castillejos all in the province of Zambales.

Figure 2
Map of President Ramon Magsaysay State University
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Research Respondents

The target population of this study was the STEM students of President Ramon

Magsaysay State University particularly the Science and Technology, Engineering and

Mathematics track.

Table 1
Distribution of the Respondents

Year level Male Female Total

Grade 11 23 46 69
Grade 12 55 59 114
Total 78 105 183

Research Instrument

The questionnaire comprised with EI Test, the main instrument that was used to

conduct the study. The questionnaire consist items that determined the correlation of

emotional intelligence on the academic performance of the grade 11 and 12 STEM

students of President Ramon Magsaysay State University A.Y. 2019-2020.

Construction and Validation

The research instrument was adopted and modified by the researchers. The

questionnaire was adopted from mindtools.com which was inspired by Goleman’s

Theory. It was used to determine EI of an individual according to the five elements: Self-

awareness, Self-regulation, Motivation, Empathy and Social skills.

The research instrument was subjected to validity and reliability tests. These were

adopted measures to ensure the quality of the research instrument and that the correct
 21

measurement was taken. First, a trial sample test for content validity was conducted

among nine (5) grade 12 STEM students of President Ramon Magsaysay State

University. A trial established the survey instrument’s truthfulness, that it measured what

it was intended to measure. The last step was to determine the instruments’ reliability.

Data Gathering Procedure

After the conduct of the sample test and determining the research instrument’s

validity and reliability, the researcher proceeded to the administration of the survey

questionnaire to the student respondents. The researcher sought for the approval of the

Principal of the Senior High School Department of the President Ramon Magsaysay State

University to float the survey questionnaires to the student respondents.

In administering the questionnaire, the researcher used the time allotted for vacant

to avoid distractions of class discussions. The student responses were given enough time

to answer the questions. After data gathering, the researcher now collects it for tallying

the scores and to apply the statistical treatment to be used with the study.

Statistical Treatment

The data gathered in the questionnaire was examined, interpreted and summarized

accordingly with the aid of descriptive statistical techniques such as frequency counts,

simple percentage and mean.

The descriptive statistics such as frequency counts and percentage was employed

to answer the questions of the study to disclose the ratio distribution as to respondents’

personal profile, percentage and also to answer the question of the study to disclose the
 22

respondents’ evaluation of the involvement of Emotional Intelligence on the academic

performance of the student - respondents.

For consequential interpretations of the results of the perception of the

respondents, the following 5 - point Likert scale was used.

Verbal Interpretation
Point Implications of
Point Symbols
Scale Emotional
Intelligence to the
Academic
Performance
5 4.20 – 5.00 Very Often VO
4 3.40 – 4.19 Often O
3 2.60 – 3.39 Sometimes SO
2 1.80 – 2.59 Rarely R
1 1.00 – 1.79 Not at all NA
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Chapter 4
INTERPRETATION, PRESENTATION AND ANALYSIS OF DATA

This chapter shown and analyzed the gathered data so as to provide clear understanding

on the questions as stated in Chapter 1.

1. Personal Profile of the Respondents

1.1. Age

Table 2 showed the frequency and percentage distribution of the respondents with regards

to age.

Table 2
Frequency and Percentage Distribution of the Respondents as to Age

Age Frequency Percent

19 1 0.55
18 58 31.69
17 99 54.10
16 25 13.66
Total 183 100.00
Mean 17.10r 17 years old

Out of 183 student respondents, there were twenty- five (25) or 13.66 % were from 16

years of age; ninety- nine (99) or 54.10 % are 17 years old; fifty-eight (58) or 31.69% are 18

years old; one (1) or 0.55% are 19 years of age. The computed mean is 17.10 or 17.

1.2. Sex

Table 3 shown the frequency and percentage distribution of the respondents with

regards to sex.

Table 3
Frequency and Percentage Distribution of the Respondents as to Sex

Sex Frequency Percent

Male 78 42.62
Female 105 57.38
Total 183 100.00
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Out of 183 respondents, there were one hundred five (105) or 57.38% were

females and seventy-eight (78) or 42.62% males. The data reveal the dominance of the

female group than the male group which showed significance on the enrolment data

found at the Principal’s office.

1.3. Year Level

Table 4 shown the frequency and percentage distribution of the respondents with

regards to year level.

Table 4
Frequency and Percentage Distribution of the Respondents as to Year Level

Year Level Frequency Percent

12 114 62.30
11 69 37.70
Total 183 100.00

Out of 183 respondents, there were sixty-nine (69) or 37.70% from year 11; one

hundred fourteen (114) or 62.30% were from year 12.

Table 4 revealed that the majority of the respondents from President Ramon

Magsaysay State University belong to the Grade 12.

1.4. Monthly Income of Family

Table 5 shown the frequency and percentage distribution of the respondents as to

monthly income of family.

Table 5
Frequency and Percentage Distribution of the Respondents as to Monthly Income of
Family

Monthly Income
Frequency Percent
of Family
50,000 above 22 12.02
10,000 - 50,000 96 52.46
less than 10,000 65 35.52
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Total 183 100.00

Mean 17.10 or 17 years old

Out of 183 respondents, there were sixty-five (65) or 35.52% of the student-

respondents had less than 10,000 monthly family income; ninety-six (96) or 52.46% had

10,000-50,000; twenty-two (22) or 12.02% had an above 50,000 monthly family income.

The computed mean of the monthly income is 17.10 or 17.

1.5 General Point Average

Table 6 shown the frequency and percentage distribution of the respondents as to

General Point Average.

Table 6
General Point Average of the Respondents (First Semester)

Numerical
Descriptive Value Frequency Percent
Value
Advanced 90 & above 14 7.65
Proficient 85 – 89 139 75.96
Approaching
80 – 84 29 15.85
Proficiency
Developing 75 – 79 1 0.55
Beginning 74 & below 0 0.00
Total 183 100.00
Mean 86.54Proficient

Out of 183 respondents, the frequency of the beginning is 0 or 0.00%, the

developing is 1 or 0.55%, the approaching proficiency is 29 or 15.85%, the proficient is

139 or 75.96%, and the advanced is 14 or 7.65%. The mean grade is 86.54 interpreted as

Proficient. This means that the relationship between Emotional Intelligence on the

respondents’ academic performance in the first semester is positive.

2. The Relationship of Emotional Intelligence on Students’ Academic Performance

2.1. Self- Awareness

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Table 7 showed the effects of Emotional Intelligence to the respondents in terms

of their Self- Awareness.

Table 7
Mean Rating on Level of Emotional Intelligence of the Respondents in terms of Self
- Awareness

Self-Awareness AWM DE Rank

I can recognize my emotions as I
1 3.09 Sometimes 3
experience them.
I know my strengths and
8 3.83 Often 1
weaknesses
I ask people for feedback on what I
11 3.72 Often 2
do well and how I can improve
Overall Weighted Mean 3.54 Often

Indicator 1 stated as “I can recognize my emotions as I experience them” obtained

an average weighted mean of 3.09 interpreted as Sometimes. Indicator 8 stated as “I

know my strengths and weaknesses” obtained an average weighted mean of 3.83

interpreted as Often. Indicator 11 stated as “I ask people for feedback on what I do well

and how I can improve” obtained an average weighted mean of 3.72 interpreted as Often.

The overall computed weighted mean is 3.54 interpreted as Often. It is possible that these

factors often affect the academic performance of the respondents. It explains that the

respondents often exhibit Self- Awareness within themselves.

As asserted by Kelley (1998), the competence in accurate self-assessment is found

in almost every “star performer” among knowledge workers in companies like AT&T

and 3M. Further, while average performers overestimate their ability, achievers

consistently underestimate their skills: a trait that shows competence in accurate self-

assessment (Goleman 1998).

 27

2.2. Self- Regulation

Table 8 showed the effects of Emotional Intelligence to the respondents in terms

of their Self- Regulation

Table 8
Mean Rating on Level of Emotional Intelligence of the Respondents in terms of Self
- Regulation

Self – Regulation AWM DE Rank

I lose my temper when I feel
2 3.56 Often 1
frustrated
I know how to calm myself down
4 3.21 Sometimes 3
when I feel anxious or upset
I find it difficult to move on when I
7 3.42 Often 2
feel frustrated or unhappy
Overall Weighted Mean 3.40 Often

Indicator 2 stated as “I lose my temper when I feel frustrated” obtained an average

weighted mean of 3.56 and interpreted as Often. Indicator 4 stated as “I know how to

calm myself down when I feel anxious or upset” obtained an average weighted mean of

3.21 and interpreted as Sometimes. Indicator 7 stated as “I find it difficult to move on

when I feel frustrated or unhappy” obtained an average weighted mean of 3.42 and

interpreted as Often. The overall computed weighted mean is 3.40 interpreted as Often. It

is possible that these factors often affect the academic performance of the respondents. It

states that the respondents often exhibit Self-Regulation within themselves.

The competence in emotional self-control is found to characterize superior

performer in fields such as counselling and psychotherapy, and among flight attendants,

managers, executives, store managers in retail chains and many others (Rahim and

Psenicka 1996; Boyatzis and Burrus 1995; Spencer and Spencer 1993; Boyatzis 1982;

Lusch and Serkenci 1990). Barrick and Mount (1991) and Barrick et al. (1993) found

conscientiousness of executives and employees to have signifcantly positive impact on

 28

job performances, particularly, on sales. Spencer and Spencer (1993) identified the

presence of adaptability as a skill among all the best-performers in industries.

2.3. Motivation

Table 9 showed the effects of Emotional Intelligence to the respondents in terms

of their Motivation.

Table 9
Mean Rating on Level of Emotional Intelligence of the Respondents in terms of
Motivation

Motivation AWM DE Rank

I find it hard to focus on something
6 3.30 Sometimes 2
over the long term
10 I feel that is do not enjoy my work 3.25 Sometimes 3
I set long -term goals and review
12 3.61 Often 1
my progress regularly
Overall Weighted Mean 3.39 Sometimes

Indicator 6 stated as “I find hard to focus on something over the long term”

obtained an average weighted mean of 3.30 interpreted as Sometimes. Indicator 10 stated

as “I feel that I do not enjoy my work” obtained an average weighted mean of 3.25 and

interpreted as Sometimes. Indicator 12 stated as “I set long term goals and review my

progress regularly” obtained an average weighted mean of 3.61 and interpreted as Often.

The overall computed weighted mean is 3.39 interpreted as Sometimes. It is possible that

the respondents sometimes exhibit motivation within themselves.

As pointed out by George and Bettenhausen (1990), a positive and energetic role

adopted by the leader help make other team members positive and cooperating. The

emotional energy generated by the optimism of a leader often gushes outwards to

inculcate positivity among the group members (Bachman 1988). Moreover, the
 29

effectiveness of a leader to act as a change catalyst encourages other team members to

perform better (House et al. 1995).

2.4. Empathy

Table 10 showed the effects of Emotional Intelligence of the respondents in terms

to their Empathy.

Table 10
Mean Rating on Level of Emotional Intelligence of the Respondents in terms of
Empathy

Empathy AWM DE Rank

People have told me that I am a
3 3.58 Often 3
good listener
I find it difficult to read other
13 3.69 Often 1
people's emotions
I use active listening skills when
15 3.68 Often 2
people speak to me
Overall Weighted Mean 3.65 Often

Indicator 3 stated as “people have told me that I am a good listener” obtained an

average weighted mean of 3.58 and interpreted as Often. Indicator 13 stated as “I find it

difficult to read other people’s emotions” obtained an average weighted mean of 3.69 and

interpreted as Often. Indicator 15 stated as “I use active listening skills when people

speak to me” obtained an average weighted mean of 3.68 and interpreted as Often. The

overall computed weighted mean is 3.65 interpreted as Often. It is possible that the

respondents often exhibit empathy to others.

Skills to be sensitive and compassionate are often identified as the factor

explaining star-performance, particularly among physicians, managers of product

development teams, retailers, sales persons and personnel in other industries (Friedman

and DiMatteo 1982; Spencer and Spencer 1993; Pilling and Eroglu 1994).
 30

2.5. Social Skills

Table 11 showed the effects of Emotional Intelligence of the respondents in terms

to their Social Skills.

Table 11
Mean Rating on Level of Emotional Intelligence of the Respondents in terms of
Social Skills

Social Skills AWM DE Rank

5 I enjoy organizing groups 3.67 Often 3
9 I avoid conflict and negotiations 3.68 Often 2
I struggle to build rapport with
14 3.70 Often 1
others
Overall Weighted Mean 3.68 Often

Indicator 5 stated as “I enjoy organizing groups” obtained an average weighted

mean of 3.67 and interpreted as Often. Indicator 9 stated as “I avoid conflict and

negotiations” obtained an average weighted mean of 3.68 and interpreted as Often.

Indicator 14 stated as “I struggle to build rapport with others” obtained an average

weighted mean of 3.70 and interpreted as Often. The overall computed weighted mean is

3.68 interpreted as Often. It is possible that the respondents often exhibit socializing

skills with people.

Empirical studies in the field have found such competencies to indeed affect the

productivity and distinguish among better and poor performers in any chosen field.

Competence in developing others and Influence are significant factors that distinguish

star performers from the average ones (Spencer and Spencer 1993). Studies involving

managers and executives reveal that the more efficient people are to demonstrate the

communicative skills, the more they are preferred to be dealt with (Goleman 1998a, b)
 31

3. Analysis of Variance on Significant Difference on the Framework of Five

Elements of Emotional Intelligence as to Profile Variables

3.1. Self- Awareness

Table 12 presented the Analysis of Variance on Significant Difference on Level

of Emotional Intelligence of Respondents in terms of Self- Awareness When Grouped

According to Profile Variables.

Table 12
Analysis of Variance to Test the Significant Difference on Level of Emotional
Intelligence of the Respondents in terms of Self - Awareness When Grouped
According to Profile Variables

Decision/
Source of Variation df F Sig.
Interpretation
Between Groups 3 1.41 0.24 Accept Ho
Age Within Groups 179 Not
Total 182 Significant
Between Groups 1 0.44 0.51 Accept Ho
Sex Within Groups 181 Not
Total 182 Significant
Between Groups 1 6.42 0.01
Reject Ho
Year Level Within Groups 181
Significant
Total 182
Monthly Between Groups 2 2.62 0.08 Accept Ho
Income of Within Groups 180 Not
Family Total 182 Significant

Table 12 showed the significant values for Age (0.24), Sex (0.51) and Monthly

Income (0.08) were higher than (0.05) alpha level of significance. Therefore, the null

hypothesis is accepted. Hence, there is no relevance between the Self- Awareness

element of Emotional Intelligence and the academic performance of the students in terms

to their Age, Sex and Monthly Income.

 32

While the computed significant values of the respondents Year Level (0.01) were

lower than (0.05) alpha level of significance. Therefore, the null hypothesis is rejected.

This result could mean that there is relevance between the Self- Awareness element of

Emotional Intelligence and academic performance of the students in terms to the

respondents Year Level.

This current study utilized a descriptive-correlational design—with a randomized

sample of 203 university academic achievers between ages of 16 to 21—to generate

relationships among factors derived from Emotional Quotient-i: Youth Version (EQ-

i:YV) and academic performance as measured by General Pointed Average (GPA).

Pearson’s correlations suggested that the overall emotional intelligence has significant

positive associations with intrapersonal, interpersonal, stress management, adaptability

and general mood scales while overall emotional intelligence and its composite scales are

related to academic performance

3.2. Self- Regulation

Table 13 presented the Analysis of Variance on Significant Difference on Level

of Emotional Intelligence of Respondents in terms of Self- Regulation When Grouped

According to Profile Variables.

Table 13
Analysis of Variance to Test the Significant Difference on Level of Emotional
Intelligence of the Respondents in terms of Self - Regulation When Grouped
According to Profile Variables

Decision/
Source of Variation Df F Sig.
Interpretation
Between
Groups
3 0.70 0.55 Accept Ho
Age Within Groups 179 Not
Significant
Total 182
Between
Sex Groups
1 0.03 0.86 Accept Ho
 33

Within Groups 181 Not

Total 182 Significant
Between
Groups
1 0.81 0.37 Accept Ho
Year Level Within Groups 181 Not
Significant
Total 182
Between
Monthly Groups
2 0.91 0.40 Accept Ho
Income of Within Groups 180 Not
Family Significant
Total 182

Table 13 shows the significant values for Age (0.55), Sex (0.86), Year Level

(0.37) and Monthly Income (0.40) were higher than (0.05) alpha level of significance.

Therefore, the null hypothesis is accepted. Hence, there is no relevance between the Self-

Regulation element of Emotional Intelligence and the academic performance of the

students in terms of Age, Sex, Year Level and Monthly Income when grouped according

to respondents’ profile as to academic performance.

Results reveal that there is no linear relationship between EI and academic

performance.

Parker et al (2004) in their studied concluded that different variable of

emotional intelligence used as predictors of academic success. They found that

highly successful students scored higher than unsuccessful group on three subsets of

emotional intelligence (interpersonal ability, stress management and adaptability).

Also, in a study carried out by Rode et al. (2007), they predicted that emotional

intelligence was related to academic performance for two reasons. Firstly,

academic performance involves a great deal of uncertainty. Secondly, majority of

academic work is self-directed, requiring high levels of self-management

 34

3.3. Motivation

Table 14 presented the Analysis of Variance on Significant Difference on Level

of Emotional Intelligence of Respondents in terms of Motivation When Grouped

According to Profile Variables.

Table 14
Analysis of Variance to Test the Significant Difference on Level of Emotional
Intelligence of the Respondents in terms of Motivation When Grouped According to
Profile Variables

Decision/
Source of Variation Df F Sig.
Interpretation
Between
Groups
3 0.21 0.89 Accept Ho
Age Within Groups 179 Not
Significant
Total 182
Between
Groups
1 2.47 0.12 Accept Ho
Sex Within Groups 181 Not
Significant
Total 182
Between
Groups
1 0.19 0.67 Accept Ho
Year Level Within Groups 181 Not
Significant
Total 182
Between
Monthly Groups
2 2.61 0.08 Accept Ho
Income of Within Groups 180 Not
Family Significant
Total 182

Table 14 shown the significant values for Age (0.89), Sex (0.12), Year Level

(0.67) and Monthly Income (0.08) were higher than (0.05) alpha level of significance.

Therefore, the null hypothesis is accepted. Hence, there is no relevance between the

Motivation element of Emotional Intelligence and the academic performance of the

students in terms of Age, Sex, Year Level and Monthly Income.

Parker and others in 2005 examined the impact of emotional intelligence on the

successful transition from high school level to university level. The results of their study
 35

revealed that academically successful students had tremendous higher levels of several

different emotional and social competencies. From this study they identified the

importance of emotional intelligence in the successful transition of students from high

school to university.

3.4. Empathy

Table 15 presented the Analysis of Variance on Significant Difference on Level

of Emotional Intelligence of Respondents in terms of Empathy When Grouped According

to Profile Variables.

Table 15
Analysis of Variance to Test the Significant Difference on Level of Emotional
Intelligence of the Respondents in terms of Empathy When Grouped According to
Profile Variables

Decision/
Source of Variation df F Sig.
Interpretation
Between Groups 3 2.41 0.07 Accept Ho
Age Within Groups 179 Not
Total 182 Significant
Between Groups 1 0.07 0.79 Accept Ho
Sex Within Groups 181 Not
Total 182 Significant
Between Groups 1 0.37 0.54 Accept Ho
Year Level Within Groups 181 Not
Total 182 Significant
Monthly Between Groups 2 1.13 0.33 Accept Ho
Income of Within Groups 180 Not
Family Total 182 Significant

Table 15 shown the significant values for Age (0.07), Sex (0.79), Year Level

(0.54) and Monthly Income (0.33) were higher than (0.05) alpha level of significance.

Therefore, the null hypothesis is accepted. Hence, there is no relevance between the

Empathy element of Emotional Intelligence and the academic performance of the

 36

students in terms of Age, Sex, Year Level and Monthly Income when grouped according

to respondents’ profile as to academic performance.

Results revealed that there is no linear relationship between EI and

academic performance.

Malekari and Mohanty, in 2011 has conducted a study and viewed that how

Emotional intelligence have important clinical and therapeutic implications as it is

emerged from an amalgamation of research findings on how people appraise,

communicate and use emotions.

3.5. Social Skills

Table 16 presented the Analysis of Variance on Significant Difference on Level

of Emotional Intelligence of Respondents in terms of Social Skills When Grouped

According to Profile Variables.

Table 16
Analysis of Variance to Test the Significant Difference on Level of Emotional
Intelligence of the Respondents in terms of Social Skills When Grouped According
to Profile Variables

Decision/
Source of Variation Df F Sig.
Interpretation
Between
Groups
3 1.44 0.23 Accept Ho
Age Within Groups 179 Not
Significant
Total 182
Between
Groups
1 0.16 0.69 Accept Ho
Sex Within Groups 181 Not
Significant
Total 182
Between
Groups
1 3.74 0.04
Reject Ho
Year Level Within Groups 181 Significant
Total 182
Between
Monthly Groups
2 0.43 0.65 Accept Ho
Income of Within Groups 180 Not
 37

Family Total 182 Significant

Table 16 shown the significant values for Age (0.23), Sex (0.69) and Monthly

Income (0.65) were higher than (0.05) alpha level of significance. Therefore, the null

hypothesis is accepted. Hence, there is no relevance between the Social Skills element of

Emotional Intelligence and the academic performance of the students in terms to their

Age, Sex and Monthly Income.

While the computed significant values of the respondents Year Level (0.04) were

lower than (0.05) alpha level of significance. Therefore, the null hypothesis is rejected.

This result could mean that there is relevance between the Social Skills element of

Emotional Intelligence and academic performance of the students in terms to the

respondents Year Level.

Mestre and others in 2006 conducted a survey on 127 Spanish adolescents, the

ability to understand and manage emotions, analysed by a performance measure of

emotional intelligence (the MSCEIT), and correlated positively with teacher ratings of

academic achievement and adaptation for both males and females. The study revealed

that the emotional abilities are positively correlated among the females with peer

friendship nominations and also found that EI is positively associated with teacher ratings

of academic adaptation among boys and peer friendship nominations among girls.

4. Pearson r on Significant Relationship between Relationship of The Framework

of Five Elements of Emotional Intelligence and Academic Performance

Table 17 shown the Pearson r on the Significant Relationship between The

Framework of Five Elements of Emotional Intelligence and Academic Performance.

 38

Table 17
Pearson r to Test the Significant Relationship between Grade Point Average and
Level of Emotional Intelligence of the Respondents

Decision/
Source of Correlation GPA
Interpretation
Pearson
0.01 Negligible
Self- Correlation
Sig. (2-tailed) 0.86 Relationship
Awareness
Not Significant
N 183
Pearson
-0.02 Negligible
Self - Correlation
Sig. (2-tailed) 0.83 Relationship
Regulation
Not Significant
N 183
Pearson
0.01 Negligible
Correlation
Motivation Sig. (2-tailed) 0.92 Relationship
Not Significant
N 183
Pearson
0.07 Negligible
Correlation
Empathy Sig. (2-tailed) 0.32 Relationship
Not Significant
N 183
Pearson
0.00 Negligible
Correlation
Social Skills Sig. (2-tailed) 1.00 Relationship
Not Significant
N 183

In Self- Awareness there was a Negligible Relationship (r = 0.01, sig. = 0.86)

between effects of Emotional Intelligence and academic performance. The computed

significant value of 0.86 which is higher than 0.01 Alpha Level of Significance,

therefore, the Null Hypothesis is Accepted, hence there is no significant difference on the

variables. In Self- Regulation there was a Negligible Relationship (r = -0.02, sig. = 0.83)

between effects of Emotional Intelligence and academic performance. The computed

significant value of 0.83 which is higher than 0.01 Alpha Level of Significance,

therefore, the Null Hypothesis is Accepted, hence there is no significant difference on the

variables. In Motivation, there was a Negligible Relationship (r = 0.01, sig. = 0.92)

 39

between effects of Emotional Intelligence and academic performance. The computed

significant value of 0.92 which is higher than 0.01 Alpha Level of Significance,

therefore, the Null Hypothesis is accepted, hence there is no significant difference on the

variables. In Empathy, there was a Negligible Relationship (r = 0.07, sig. = 0.32) between

effects of Emotional Intelligence and academic performance. The computed significant

value of 0.32 which is higher than 0.01 Alpha Level of Significance, therefore, the Null

Hypothesis is Accepted, hence there is no significant difference on the variables. In

Social Skills, there was a Negligible Relationship (r = 0.00, sig. = 1.00) between effects

of Emotional Intelligence and academic performance. The computed significant value of

1.00 which is higher than 0.01 Alpha Level of Significance, therefore, the Null

Hypothesis is Accepted, hence there is no significant difference on the variables.

These results implied that the Framework of Five Elements of Emotional

Intelligence have negligible relationship to the academic performance of the respondents.

Drago in 2004 investigated the relationship between emotional intelligence and

academic achievement in nontraditional college students. As the students have different

cognitive abilities, the role of emotional intelligence can be better understood in their

academic achievement. His analysed that emotional intelligence was significantly related

with the students GPA, cognitive abilities and age.

 40

Chapter 5

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presented the summary of the study and its findings, the conclusions

arrived and the recommendations formulated by the researchers.

The study aimed to determine the relationship between emotional intelligence to

the academic performance of stem students. The descriptive research design was used to

conduct a study with the use of questionnaire as the main instrument in gathering data

from one hundred eighty-three (183) STEM student respondents. The descriptive

statistical tools such as frequency, weighted mean, and percentage were used in

describing the gathered data and Analysis of Variance (ANOVA) and Pearson r

respectively were used in determining significant differences and relationship of the

variables used in the study.

Summary of Findings

1. Respondent’s Profile

1.1 Age- Out of one hundred eighty three (183) stem students, there is one (1) or

0.55% is from 19 years of age; fifty eight (58) or 31.69% are from 18 years

old; ninety nine (99) or 54.10% are from 17 years old; twenty five (25) or

13.66% are from 16 years old. The computed mean age was 17.10 or 17 years

old.

1.2 Sex- Out of 183 stem student - respondents there were seventy eight (78) or

42.62% are males and one hundred five (105) or 57.38% females. The data

revealed the dominance of the female group than the male group which could

be counted based on found at the principal’s office.

 41

1.3 Year Level- Out of 183 stem students, there were sixty nine (69) or 37.70%

are from grade 11; one hundred fourteen (114) or 62.30% are from grade 12.

1.4 Monthly Income- Out of 183 respondents, there were sixty-five (65) or

35.52% of the student-respondents have less than 10,000 monthly family

income; ninety-six (96) or 52.46% have 10,000-50,000; twenty-two (22) or

12.02% have an above 50,000 monthly family income. The computed mean of

the monthly income was 17.10 or 17.

1.5 General Point Average- Out of 183 respondents, the frequency of the

beginning is 0 or 0.00%, the developing is 1 or 0.55%, the approaching

proficiency is 29 or 15.85%, the proficient is 139 or 75.96%, and the advanced

is 14 or 7.65%. The mean grade is 86.54 interpreted as Proficient. This means

that the relationship between Emotional Intelligence on the respondents’

academic performance in the first semester is positive.

2. The Relationship of Emotional Intelligence on Students’ Academic

Performance

2.1 Self- Awareness

The respondents had the correlation of their emotional intelligence to their

academic performance and its overall computed weighted mean is 3.54

interpreted as Often. It explained that the respondents often exhibit Self-

Awareness within themselves.

2.2 Self- Regulation

The respondents had the correlation of their emotional intelligence to their

academic performance and its overall computed weighted mean is 3.40

 42

interpreted as Often. It states that the respondents often exhibit Self-Regulation

within themselves.

2.3 Motivation

The respondents had the correlation of their emotional intelligence to their

academic performance and its overall computed weighted mean is 3.39 interpreted

as Sometimes. It is possible that the respondents sometimes exhibit motivation

within themselves.

2.4 Empathy

The respondents had the correlation of their emotional intelligence to their

academic performance and its overall computed weighted mean is 3.65

interpreted as Often. It is possible that the respondents often exhibit empathy to

others.

2.5 Social Skills

The respondents had the correlation of their emotional intelligence to their

academic performance and its overall computed weighted mean is 3.68

interpreted as Often. It is possible that the respondents often exhibit socializing

skills with people.

3. Analysis of Variance on Significant Difference on Level of Emotional

Intelligence According to Profile Variables

ANOVA for Self- Awareness- it showed that the significant values for Age

(0.24), Sex (0.51) and Monthly Income (0.08) were higher than (0.05) alpha level

of significance. Therefore, the null hypothesis is accepted. Hence, there is no

relevance between the Self- Awareness element of Emotional Intelligence and the
 43

academic performance of the students in terms to their Age, Sex and Monthly

Income.

ANOVA for Self-Regulation- the significant values for Age (0.55), Sex (0.86),

Year Level (0.37) and Monthly Income (0.40) were higher than (0.05) alpha level

of significance. Therefore, the null hypothesis is accepted. Hence, there is no

relevance between the Self- Regulation element of Emotional Intelligence and the

academic performance of the students in terms of Age, Sex, Year Level and

Monthly Income when grouped according to respondents’ profile as to academic

performance.

ANOVA for Motivation - the significant values for Age (0.89), Sex (0.12), Year

Level (0.67) and Monthly Income (0.08) were higher than (0.05) alpha level of

significance. Therefore, the null hypothesis is accepted. Hence, there is no

relevance between the Motivation element of Emotional Intelligence and the

academic performance of the students in terms of Age, Sex, Year Level and

Monthly Income.

ANOVA for Empathy - the significant values for Age (0.07), Sex (0.79), Year

Level (0.54) and Monthly Income (0.33) were higher than (0.05) alpha level of

significance. Therefore, the null hypothesis is accepted. Hence, there is no

relevance between the Empathy element of Emotional Intelligence and the

academic performance of the students in terms of Age, Sex, Year Level and

Monthly Income when grouped according to respondents’ profile as to academic

performance.
 44

ANOVA for Social Skills - the significant values for Age (0.23), Sex (0.69) and

Monthly Income (0.65) were higher than (0.05) alpha level of significance.

Therefore, the null hypothesis is accepted. Hence, there is no relevance between

the Social Skills element of Emotional Intelligence and the academic performance

of the students in terms to their Age, Sex and Monthly Income.

While the computed significant values of the respondents Year Level

(0.04) were lower than (0.05) alpha level of significance. Therefore, the null

hypothesis is rejected. This result could mean that there is relevance between the

Social Skills element of Emotional Intelligence and academic performance of the

students in terms to the respondents Year Level.

4. Test of Significant Relationship between The Framework of Five Elements of

Emotional Intelligence and Academic Performance

In Self- Awareness (r = -0.01, sig. = 0.86), in Self- Regulation (r = -0.02, sig. =

0.83), in Motivation (r = -0.01, sig. = 0.92), in Empathy (r = 0.07, sig. = 0.32), in Social

Skills (r = 0.00, sig. = 1.00) they had a Negligible Relationship between effects of

Emotional Intelligence and academic performance. Their computed significant value is

higher than 0.01 Alpha Level of Significance, therefore, the Null Hypothesis is Accepted,

hence there is no significant difference on the variables.

CONCLUSION

Based on the gathered data and findings obtained in the study, the researchers

concluded that:

1. The respondents were typically female and most of them were from the Grade

12 STEM Strand.
 45

2. The student - respondents’ academic performance in the First Semester were

rated as Proficient.

3. The Relationship of Emotional Intelligence on Students’ Academic

Performance – the respondents in terms of their Self-awareness, Self-

Regulation, Empathy, and Social Skills were interpreted as “Often”. In terms

of Motivation was interpreted as “Sometimes”.

4. The Five Element of Emotional Intelligence had no significant difference in

respondents’ profile - Self-awareness, Self-regulation, Motivation and

Empathy had no significant difference in terms of Age, Sex, Year Level and

Monthly Income. However, Social Skills element of Emotional Intelligence

showed a significant difference to the academic performance of the students in

terms to the respondents Year Level.

5. There was no significant difference on the student – respondents’ academic

performance when grouped according to profile variables.

6. There was negligible relationship to the Emotional Intelligence and academic

performance of the student - respondents.

RECOMMENDATIONS

1. Students and individuals should take emotional intelligence test (EI test) to assess

their emotional health and to become aware on how their emotional intelligence

may affect their academic performance and also to their everyday activities.

Conducting EI test could also educate and enlighten students about their

advantages and disadvantages, how they can improve their skills and use it as an

advantage to excel in academics.

 46

2. Parents must observe their child’s actions that may reflect in their emotional

intelligence. Parents should also understand the emotional well-being of their

child so that they could take action and help them in their academic performance.

3. If the students conduct EI test in every school, teachers could easily target the

student’s background of difficulties in their academic performance. They could

also know the indication of why these certain student is failing, the proper

approach of every student who has a low emotional intelligence output.

4. Conduct a same study with different types of respondents. (e.g., College Students)