AMR-44 Revised 111819

EMOTIONAL INTELLIGENCE IN RELATION TO
ACADEMIC PERFORMANCE AMONG SENIOR HIGH SCHOOL STUDENTS OF

RIZAL HIGH SCHOOL, BATUAN, BOHOL
______________________________________
A Thesis Presented to the

Director and Faculty of Graduate School
University of Bohol
Tagbilaran City
_______________________________________
In Partial Fulfillment of
of the Requirements for the subject
Advanced Methods of Research
_______________________________________
by
Sarlyn R. Uy
Recelyn Marie M. Tagupa
Rene S. Bugahod
October 2019
Table of Contents
TITLE PAGE ....................................................................................................................
APPROVAL SHEET ..........................................................................................................
ACCEPTANCE SHEET .....................................................................................................
ACKNOWLDGEMENT ......................................................................................................
DEDICATION ....................................................................................................................
TABLE OF CONTENTS ..............................................................................................................................
LIST OF TABLES .............................................................................................................
LIST OF FIGURES ............................................................................................................
CHAPTER 1. THE PROBLEM AND ITS SCOPE
Introduction .................................................................................................................
Theoretical Background ..............................................................................................
Legal Basis .................................................................................................................
Review of Related Literature ......................................................................................
Review of Related Studies..........................................................................................
Research Flow............................................................................................................
The Statement of Problem ..........................................................................................
Significance of the Study ............................................................................................
Methodology .......................................................................................................................................
Definition of Term ......................................................................................................
CHAPTER 2. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Profile of Respondents ...............................................................................................
Dimensions of Emotional Intelligence .........................................................................
Students’ Academic Performance...............................................................................
Relationship between respondents profile and the four dimensions of emotional
intelligence .................................................................................................................
Relationship between the profile and academic performance ....................................
Correlation between emotional awareness and emotional management ...................
Correlation between social emotional awareness and relationship management .......
Correlation between emotional intelligence and academic performance ....................
Variance on the level of emotional intelligence among profile of respondents ............
CHAPTER 3. SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings ..................................................................................................
Conclusions ................................................................................................................
Recommendations ......................................................................................................
REFERENCE ....................................................................................................................
APPENDICES ...................................................................................................................
Ethics Review Certificate ...........................................................................................
Letter of Permission to Conduct the Study (VP Academics) ......................................
Letter of Permission to Conduct the Study (Graduate School Dean) .........................
Letter of Permission to Conduct the Study (School Principal) ....................................
Letter to Respondents’ Parents .................................................................................
Consent Form ............................................................................................................
Assent Form ..............................................................................................................
Questionnaire ............................................................................................................
Raw Data on Students’ Level of Emotional Intelligence Domains...............................
Raw Data on Students’ Academic Performance and Emotional Intelligence ..............
Schedule of Pre-Oral .................................................................................................
Schedule of Oral Defense ..........................................................................................
Curriculum Vitae ........................................................................................................
ACKNOWLEDGEMENT
We would like to express our gratitude above all to our Almighty Creator for
showing us His miracles through tough time during the process of this research.
Countless times we witnessed Your divine grace Lord from problems that we encountered
like conflict of schedules to finances and so on.
To our family who support us both morally and financially. To friends who lend their
helping hands without second thoughts.
To our research adviser Mrs Lea Wilfreda Pilongo who never get tired of
accommodating our concerns towards our research. We would like to give our sincere
gratitude to you Ma’am for sharing your thoughts for the improvement of our research.
To our statistician, Mr. Angelo P. Yuayan, like your name you are an angel to us.
You have gone extra mile for helping us in the interpretation of our data. With that, please
accept our heartfelt thank you Sir Angelo. Also to the UB Research Center staff especially
Ms. Katrina Belgeria, thank you for assisting us to keep our track on time.
To Mrs Zenaida R. Vallente, School In Charge of Rizal High School, thank you
Ma’am for allowing us to conduct our study in your school. To the respondents parents,
thank you for giving their consent for the participation of students to this study. Lastly, to
the Senior High School students of Rizal High School who were active participants to this
study.
CHAPTER 1
THE PROBLEM AND ITS SCOPE
Introduction
“Academic intelligence has little to do with emotional life. The brightest among us
can founder on the shoals of unbridled passions and unruly impulses; people with high
IQs can be stunningly poor pilots of their private lives.” (Goleman, 1995) Over the past
years, the mainstream focus has been on student’s cognitive abilities and their predictive
validity on academic achievement. However, everyone in this world has emotions.
Emotions are strong feeling such as love, anger, joy, hate, or fear. Emotions are important
for us to handle new and demanding circumstances properly and rationally.
Emotional Intelligence is an ability to understand and adopt our emotions when
dealing with new and difficult situations. It is a kind of social intelligence that includes the
ability to monitor one’s and other’s emotions, to discriminate among them, and to use the
information to guide one’s thinking and actions (Salovey & Mayer, 1993).
David Caruso stressed the importance of emotional intelligence to humanity. He
argued that emotional intelligence is not the opposite of intelligence. Emotional
intelligence is not the triumph of heart over head but a unique intersection of both.
Despite his good argument, traditionally, in education, emotions have been thought
to be peripheral to the learning process. Recent research (Bance & Acopio, 2016),
however, has begun to indicate that Emotional Intelligence (EI) is a necessary component
of any educational community. The study highlights the potential implications of emotional
intelligence in educational progress and academic success.

High School Students are exposed to different situations that will have an impact
with their emotions. They may encounter different situations like family problem, peer
pressure, bullying, romantic relationships, and many others. These situations that can
trigger emotions may affect their academic performance.
In line with Deped K-12 Curriculum, we choose to examine the relationship of the
emotional intelligence of the senior high school students with their academic performance
to know if there is an association between the variables. It is anticipated that higher
emotional intelligence will play a positive role in academic performance in schoolwork.
Theoretical Background
Even before the conception of modern psychology, the constructs and theories
about emotional intelligence has sparkled curiosity in the entire humanity for generations.
Research studies are rooted in the known theories of exemplary people to help us
underpin the knowledge-base and connection of each study to the humanity and the
world. Emotional intelligence is linked with Howard Gardner’s Theory of Multiple
Intelligence and Daniel Goleman’s Theory of Emotional Intelligence.
Howard Gardner’s Theory of Multiple Intelligences (1983). Among the most
influential theorists of intelligence to point out the distinction between intellectual and
emotional capacities was Howard Gardner, a Harvard psychologist, who in 1983
proposed a widely regarded model of multiple intelligence. His list of seven kinds of
intelligence included not just the familiar verbal and math abilities, but also two "personal"
varieties: knowing one's inner world and social adeptness. In addition to the standard
cognitive abilities like mathematical reasoning and verbal fluency, Gardner proposed that
there are “personal intelligences”, one for managing oneself and another for handling
relationships which form the foundation for most of the models created on Emotional
Intelligence. In a nutshell, those intelligences are the following ones:
1. Intrapersonal intelligence: the ability to understand yourself and identify the
emotions including stress and willingness.
2. Interpersonal intelligence: the ability to perceive and understand the intentions,
motivation and desire of other individuals.
Daniel Goleman’s Theory of Emotional Intelligence. Daniel Goleman (1995)
defined Emotional intelligence as the “capacity to recognize our own feelings and those
of others, and manage our emotions and relationships.” Emotional Intelligence
Competence Framework is divided into two parts – Personal Competence and Social
Competence. Personal Competence determine how we manage ourselves which
includes the following dimensions:
1. Self-Awareness – knowing ne’ internal states, preferences, resources and
intuitions.
2. Self-Regulation – managing one’s internal states, impules and resources.
3. Motivation – emotional tendencies that guide or facilitate reaching goals.
On the other hand, Social Competence determine how we handle relationships involving
the following dimensions:
1. Empathy – awareness of other’s feelings, needs and concerns.
2. Social skills – adeptness at inducing desirable responses in others.

Legal Bases
The Philippines, in its aim to provide quality education to every citizen of our
country, promulgated laws which ensure that education is accessible to all.
Article XIV, Section 1 of the 1987 Philippine Constitution states that: “The state
shall protect and promote the rights of all the citizens to quality education at all levels and
shall take appropriate steps to make such education accessible to all.”
Furthermore, the Presidential Decree 603, “The Child and Youth Welfare Code”
specifies the following:
Article 1: Declaration of Policy states that
“The child is one of the most important assets of the nation. Every effort should be
exerted to promote his welfare and enhance his opportunities for a useful and happy life.”
“The child is not a mere creature of the State. Hence, his individual traits and
aptitudes should be cultivated to the utmost in so far as they do not conflict with the
general welfare.”
Article 3: Rights of the Child
“Every child has the right to a wholesome family life that will provide him with love,
care and understanding, guidance and counseling, and moral and material security.”
“Every child has the right to a well-rounded development of his personality to the
end that he may become a happy, useful and active member of the society.”
Article 12: Education
“The schools and other entities engaged in non-formal education shall assist the
parents in providing the best education for the child.”

Article 13: Social and Emotional Growth
“Steps shall be taken to ensure the child’s healthy social and emotional growth.
This shall be undertaken by the home in collaboration with the schools and other agencies
engaged in the promotion of the child welfare.”
On the other hand, pursuant to DepEd Order No. 8. S. 2015, the K to 12 Basic
Education Program implements classroom assessment, an integral part of curriculum
implementation, to allow the teachers to keep track and measure the leaner’s progress
and developing abilities while enabling them to take full responsibility in the process.
It is also relevant to note that according to Batas Pambansa Bilang 232, also known
as “Education Act of 1982”. Section 15, one of the duties and responsibilities of students
is to “exert utmost effort to develop his/her potentials for service in order that he may
become an asset to his family and society”.
In addition, Republic Act 9155 or the Governance of Basic Education Act of 2001
provides the General Goals of Basic Education, one f which is to develop Filipino leaners
by providing them basic competencies in literacy and numeracy. It further develops critical
thinking and learning skills and desirable values to become caring, self-reliant, productive,
socially aware, patriotic and responsible citizens.
These legal documents served as the foundational support in determining the link
between academic achievement and emotional intelligence.

Related Literature
Rational and emotional parts of the brain are deemed complementary to each other. The
foregoing literature have shown emphasis on the association of emotional intelligence
and academic success. The scholarly works provided in this section were adopted from
renowned authors and their intellectual contributions in the world of academics were
explored to substantiate the present study.
Emotional Intelligence. Mayer and Salovey, the men who first introduced emotional
intelligence, defined emotional intelligence as the ability to perceive emotions, to access
and generate emotions so as to assist thought, to understand emotions and emotional
knowledge, and to reflectively regulate emotions so as to promote emotional and
intellectual growth (Salovey & Mayer, 2004). According to Daniel Goleman, emotional
intelligence includes “abilities such as being able to motivate oneself and persist in the
face of frustrations; to control impulse and delay gratification; to regulate one's moods
and keep distress from swamping the ability to think; to empathize and to hope”. In our
study, emotional intelligence is expanded into five domains: Emotional Awareness,
Emotional Management, Social Emotional Awareness and Relationship Management.
Emotional Awareness. This domain is about “knowing one’s emotions” (Goleman,
1995). This is a foundational skill which involves recognizing one’s feelings as it happens.
It is knowing what we’re feeling and why we’re feeling it which is a basis of a good intuition,
decision making and moral compass. It is generally an internal process of getting to know
yourself as you really are. It includes being aware of the full range of your feelings, both
positive and negative.

Emotional Management. This is about managing one’s emotions which involves
handling it in effective ways so it won’t get in the way of what you’re doing. It happens
when you act or do not act upon being aware of your emotions. It is your ability to use
your emotional awareness to choose what you say and do. “Handling feelings so they are
appropriate is an ability that builds on self-awareness” (Goleman, 1995). You can only
choose how to respond to an emotion when you are aware of it.
Social Emotional Awareness. This is centered on your ability to recognize and
understand the emotions of others. It is considered a fundamental “people skill”
(Goleman, 1995). It is your ability to accurately pick up on emotions in other people and
understand what is really going on with them. This often means perceiving what other
people are thinking and feeling even if you do not feel the same way. “Instead of looking
inward to learn about and understand yourself, social awareness is looking outward to
learn about and appreciate others.”
Relationship Management. This domain often taps into your abilities in the ﬁrst three
emotional intelligence domains: Emotional Awareness, Emotional Management, and
Social Emotional Awareness. This is your ability to use the awareness of your own
emotions and those of others to manage interactions successfully. Being able to manage
emotions in someone else is the art of handling relationships. (Goleman, 1995). This
includes deepening the connections and the bond you build with others over time.
Academic Performance. Academic success is the outcome of education – the degree
to which a student has achieved his educational aspirations. Success on academic aspect
is usually measured by assessments and examinations. However, there is no universal

agreement on how it is best evaluated or which aspects are considered of great relevance
– skills or knowledge. (Kumari 2014)
In the Philippines, the adaptation of DepEd Order No. 8 s. 2015 served as the
fundamental guide in the assessment of academic performance of the students.
Assessment in the K to 12 Basic Education Program recognizes the diversity of learners
in the classrooms and the need for varied ways of assessing different learning potentials
and abilities.
Students’ progress is assessed in relation to the different learning standards and
competencies stipulated in the K to 12 curriculum. This is done by classroom assessment
– a process of identifying, gathering, organizing and interpreting quantitative and
qualitative information about what learners know and can do. The assessment may be
conducted individually or collaboratively using formative or summative way which is
composed of Written Work, Performance Tasks and Quarterly Assessments. Students are
graded on these three components every quarter with specific percentage weights
according to the nature of the learning area.
For Senior High School students, the average of the Quarterly Grades produces
the Semestral Final Grade. The General Average is computed by dividing the sum of all
Semestral Final Grades by the total number of learning areas. Academic performance is
interpreted using the scale below:
Grading Scale Description Symbol

90-100 Outstanding O
85-89 Very Satisfactory VS
80-84 Satisfactory S
75-79 Fairly Satisfactory FS
Below 75 Did Not Meet Expectation DNME
Related Studies
The study of Ghada Mohamed Hassan Hamouda and Elham Abdullah Helmi Al
Nagshabandi titled “The Perception of Emotional Intelligence Self-Assessment Among
Nursing Students” used the tool Emotional Intelligence Self- Assessment questionnaire
by Paul Mohapel. The questionnaire has 40 items, grouped into 4 main dimensions. The
four dimensions were Emotional Awareness, Emotional Management, Emotional Social
Management, and Relationship Management, each dimension has 10 items. The study
revealed that the students can reduce the effect of stress and cope up with their academic
performance if emotional intelligence is enhanced. (Ghanda, M., & Elham, A. 2018)
“Exploring Emotional Intelligence and Academic Performance of Filipino University
Academic Achievers “is the study researched by Lucila O. Bance from the University of
Santo Tomas and John Ray B. Acopio of Mapua Institute of Technology. It shows that
students who have possessed high emotional intelligence perform better in their
academic studies. Students who are both academic achievers and scores high in
emotional intelligence skills can easily adapt to their environment, cope up with problems,
and can establish good relationship with others. (Bance, L., & Acopio, J. 2016)
Huge interest was given to emotional intelligence because of its integration to the
academic performance among learners. A study titled “Scrutinizing the Relationship
between Emotional Intelligence and Academic Performance in Foreign Language
Learning” aims to elaborate the relationship of emotional intelligence to academic
performance. The result of the study suggests that there is a significant relationship with
emotional intelligence and academic performance. The teachers are encouraged to

inform students of the importance of emotional intelligence to their academic
performance. (Mehdiabadi, F., Arabmofrad, A., & Fard, S. 2016)
A study conducted in Karachi Pakistan, Pakistan by Syeda Razia Bukhari and
Sarwat Khanam “Trait Emotional Intelligence as a Predictor of Academic Performance in
University Students”. The study concluded the positive significance of emotional
intelligence as predictor to academic performance of both male and female university
students. (Bukhari, S. & Khanam, S. 2016)
Nursing students’ emotional intelligence and leadership skills in relation to their
academic performance was explored. The study titled “Exploring Emotional Intelligence
and Authentic Leadership in Relation to Academic Achievement Among nursing students”.
Students who voluntarily participated in the study were one hundred twenty one in total.
Twenty two of the participants were male and the remaining ninety nine were female. The
study concludes that emotional intelligence and authentic leadership has no effect on
nursing students’ academic performance but it can develop interpersonal skills that will
be useful in their field of work.
Emotional Intelligence is a skill that can be developed through training. To know if
this is true one research study titled “Investigating the effect of emotional intelligence
education on baccalaureate nursing students' emotional intelligence scores” was
conducted. The study concluded that there was no effect of the Emotional Intelligence
program in relation to the students’ skills due to several factors. The study encouraged
to make more research about how to acquire emotional intelligence skills. (Orak, R. J.,
Farahani, M. A., Kelishami, F. G., Seyedfatemi, N., Banihashemi, S., & Havaei, F. 2016).
There was a study conducted to know the relationship of emotional intelligence
and performance of secondary school teachers. The title of the said study was
“Emotional intelligence: impact on post-secondary academic achievement”. The
statistical conclusion of the study was that there is a relationship of secondary school
teachers emotional intelligence and performance. (Garg, R., Levin, E., & Tremblay, L.
2016). Thus, if the teachers are high level in emotional intelligence they will have a
more positive performance.
Emotional Intelligence Training is very important to include in the curriculum. A
study done in Pakistan concluded that to produce a competent student emotional
intelligence training should be part of the business curriculum. (Sania, Z. M., & Shahid,
S. 2016) The title of the study is “Effect of emotional intelligence on academic
performance among business students in Pakistan”.
“The Role of Trait Emotional Intelligence in Academic Performance: Theoretical
Overview and Empirical Update” is the title of the study researched by Harsha Perera
in Provincetown, United States. The article concluded that there should be a further
study regarding the relationship of Emotional Intelligence to Academic Performance.
(Perera, H. N. 2016).
A result in a study shows that emotional intelligence of student’s is related to
his/her school work. (Hegarty, N., & Angelidis, J. 2015). The title of the study is “The
Impact of Academic Service Learning as a Teaching Method and its Effect on Emotional
Intelligence” conducted by Niall Hegarty and John Angelidis. Thus, emotional
intelligence play a big role in the students school activity which leads to academic
performance.
LEGAL BASES
 1987 Philippines
THEORIES
Constitution, Article XIV
 Gardner’s Theory of
 Presidential Decree 603,
Multiple Intelligence Article 1, 2, 12 & 13
 Goleman’s Theory of  Republic Act 10533,
Emotional Intelligence Section 2.a and Section 3
 Education Act of 1982,
Section 15
 Republic Act 9155
 DepEd Order No. 8, s.
2015
INPUT
Profile of the Respondents:
 Age
 Sex
 Year Level
 Section
Emotional Intelligence of Senior High School students in the following
domains:
 Emotional Awareness
 Emotional Management
 Social Emotional Awareness
 Relationship Management
Academic Performance based on Grade Point Average for the 1st Quarter
PROCESS
Data Gathering
Statistical Treatment of Data using:
 Frequency
 Percentage
 Weighted Mean
 Chi-square Test
 Mann-Whitney Test
Summary of Findings, Conclusions and Recommendations
OUTPUT
Proposed Action Plan
Figure 1. Research Flow

DEFINITION OF TERMS
Emotional Intelligence - It refers to the ability to monitor one’s own and other people’s
emotions, to discriminate between different emotions and label them appropriately
between different emotions and label them appropriately, and use emotional information
to guide thinking and behaviour” according to Peter Salovey and John Mayer
Academic Performance - It is the students General Point Average attained from the
different academic subjects in a quarter.
Senior High School - It is the additional two years in the basic education under K12
program of DepEd before promoting to tertiary level.
Senior High School Students - Students who are enrolled in the Senior High School of
basic education under K12 program of DepEd.
Profile of the Respondents -The profile of the respondents composes of age, sex, and
year level.
Emotional Awareness - It means the ability to recognize one’s own emotion and others.
Emotional Management -It means the ability to regulate one’s own emotions in a
different situation.
Social Emotional Awareness - It means the ability to recognize the impact of one’s own
emotions to others and vice versa.

Relationship Management - It means the ability to influence and communicate well with
others.
STATEMENT OF THE PROBLEM
The main thrust of this study is to determine if there is a significant correlation between
Emotional Intelligence and Academic Performance of the Senior High School students of
Rizal High School, Batuan, Bohol for the school year 2019-2020.
Specifically, it sought to answer the following questions:
1. What is the profile of the respondents in terms of:
1.1 age;
1.2 sex;
1.3 year level;
1.4 section?
2. What is the level of Emotional Intelligence of the respondents in the following
dimensions:
2.1 emotional awareness;
2.2 emotional management;
2.3 social emotional awareness; and,
2.4 relationship management?
3. What is the level of academic performance of the respondents?
4. Is there a significant degree of relationship between the profile of the respondents
and the following:
4.1 emotional awareness;
4.2 emotional management;
4.3 social emotional awareness;

4.4 relationship management; and,
4.5 emotional intelligence?
5. Is there a significant degree of relationship between the profile and academic
performance?
6. Is there a significant correlation between the following:
6.1 emotional awareness and emotional management;
6.2 social emotional awareness and relationship management;
6.3 emotional intelligence and academic performance?
7. Is there a significant degree of variance in the level of emotional intelligence among
the profile of the respondents?
8. What are the recommendations based on the findings of the study?
Null Hypothesis
This study postulated under the following null hypothesis to give a clear direction of the
paper of which these were tested at 0.05 level of significance.
Ho1. There is no significant degree of relationship between:
1.1 profile of the respondents and emotional awareness;
1.2 profile of the respondents and emotional management;
1.3 profile of the respondents and social emotional awareness;
1.4 profile of the respondents and relationship management;
1.5 profile of the respondents and emotional intelligence.
Ho2. There is no significant degree of relationship between the profile and academic
performance.
Ho3. There is no significant degree of correlation between:

3.1 emotional awareness and emotional management:
3.2 social emotional awareness and relationship management;
3.3 emotional intelligence and academic performance.
Ho4. There is no significant degree of variance in the level of emotional intelligence among
the profile of the respondents.
Significance of the Study
This study is deemed beneficial to the following:
Students. This study could help them understand the relationship between emotional
intelligence and academic performance. Moreover, this is an opportunity for them to be
aware of their level of emotional intelligence and eventually evaluate their strength and
weak points.
Teachers. The result of this study will be useful for them in making a more effective
teaching-learning process to produce not just academically excellent students but also
holistic ones by considering their emotional intelligence.
School Administrators. The result of the study could be used as a basis for crafting a
development program to assist student’s social, mental and emotional well-being.
Parents. This will serve as the parent’s information on the emotional intelligence and
academic undertakings of their children.
The Researcher. This study could help the researcher understand the students more and
how their emotional intelligence affects their academic performance.
Future Researchers. The result of the study may serve as basis for further study on the
relationship of emotional intelligence and academic performance of students.

RESEARCH METHODOLOGY
Design
This study is a quantitative research using a descriptive method. This will describe
systematically the facts and characteristics of a given population or area of interest,
factually, and accurately. (Soliven, 2001) To determine the respondent’s profile and level
of emotional intelligence, the study used a descriptive survey questionnaire. A modified
tool entitled “The Quick Emotional Intelligence Self-Assessment Tool” by Paul Mohapel
(2015) was utilized. Documentary analysis was used in gathering the respondent’s
academic performance (1st Quarter grade-point average).
Environment
Rizal High School is located in the Municipality of Batuan. It was founded in year
2008 and one of the three secondary public schools in the said municipality specifically
located in Rizal, Batuan, Bohol. It is situated 8 kilometers from the town proper and 43.8
kilometers away from Tagbilaran City. It can be reached through any forms of land
transportation vehicles. The school offers Junior High School and Senior High School
which consist of 1 school head, 16 teaching staff, 1 administrative clerk, and a student
population of 280 for the school year 2019-2020.

Figure 2 Location Map of Rizal High School at Rizal, Batuan, Bohol
Respondents
The respondents of this study were the Senior High School students of Rizal High
School for the academic year 2019-2020. Below is the table that shows the distribution of
respondents who agreed to take part of the study among the grade levels.
Table 1.
Respondents of the Study
Year Level Respondents Percentage
Grade 11 25 41%
Grade 12 36 59%
Total 61 100%
Instruments
To measure respondent’s emotional intelligence, the study will use a modified
questionnaire entitled “The Quick Emotional Intelligence Self-Assessment Tool” from San
Diego College MESA Program by Paul Mohapel (2015), a neuroscience professor and a
PhD in Psychology. Emotional Intelligence is assessed in four (4) domains: Emotional
Awareness, Emotional Management, Social Emotional Awareness and Relationship
Management. Each domain includes ten (10) item-statements structured in the form of
Likert scales as follows: 4 = Always, 3 = Sometimes, 2 = Rarely, 1 = Never. The scale
is interpreted in the following manner:
Numerical Value Respond Category Description

4 Always The condition is constantly encountered.
3 Sometimes The condition is occasionally encountered.
2 Rarely The condition is slightly encountered.
1 Never The condition is not encountered.
Scores will be totalled in each domain to assess the respondent’s strengths and
areas for improvement. The table below shows the key to interpret the respondent’s
emotional intelligence for each domain:
Table 2.1
Score Interpretation
Parameter Interpretation/Descriptive Value

1.00 -1.74 Very Low
1.75 - 2.49 Moderately Low
2.50 - 3.24 Moderately High
3.25 - 4.00 Very High
The student’s academic performance is based on the student’s grade-point
average for the 1st Quarter as reflected in Form 138A. Based on DepEd Order 8, s. 2015,
the following scale was used to interpret the student’s grades:
Table 2.2
Interpretation of Respondent’s Grades
GRADING SCALE SYMBOL DESCRIPTION

90-100 O Outstanding
85-89 VS Very Satisfactory
80-84 S Satisfactory
75-79 FS Fairly Satisfactory
Below 75 DNME Did Not Meet Expectation
Data Gathering Procedure
Phase 1: Preliminary
Before the conduct of the study, the researchers asked permission from the Vice
President of Academics, Dean of Graduate School and School In-Charge of Rizal High
School. Upon approval, the researchers will arrange with the teachers to schedule the
conduct of the study.
Phase 2. Conduct of Research
On the schedules date, the researcher will discuss the objectives and purpose of the
study to the respondents. The researchers will provide a standardized questionnaire
(patterned from “The Quick Emotional Intelligence Self-Assessment Tool” by Dr. Paul
Mohapel, 2015) to the respondents. Items are explained and the respondents are given
enough time to answer. All test sessions took place inside the school, scheduled in a time
slot convenient to the respondents. The assessments were conducted with clear
instructions, supervision and support.
Phase 3. Retrieval
After the distribution, the questionnaire will be retrieved. The data gathered are tailed,
consolidated and treated with appropriate statistical treatment. Results of the study will
be analyzed and interpreted to test the hypotheses.

Ethical Consideration
To ensure that the “do no harm” principle will be followed with the conduct of the study,
this research will go through an ethics review by the University of Bohol Ethics Review
Committee. The researcher will write a letter to parents to get consent for his/her child to
participate in the study. The researcher also writes a letter to the child respondent and let
him/her sign the Assent Form that he/she agreed to his/her parent’s consent. Moreover,
the researcher will inform the respondents of their rights and will give them assurance
that utmost confidentiality and anonymity is a priority in this study.

Statistical Treatment
In analysis and interpretation of data, the following were used:
Percentage
To establish the profile of the respondents in terms of sex, age, year level, and
section.
Weighted Mean
The technique is used to measure the central tendency where some values are
given importance over others. For statistical purposes, the responses on the emotional
intelligence of students, were categorized as always, sometimes, rarely and never with
weight equivalents of 4, 3, 2, 1.
Chi- Square
To determine the relationships between the student’s profile and academic
performance and emotional intelligence, the Chi-square formula test was employed.
The result of the chi-square was compared against the critical value at 0.05 level
of significance.
Chi-square was also utilized to determine the correlation between emotional
intelligence and academic performance since the data was not normally distributed.
Mann-Whitney Test
Since research data is not normally distributed, this non-parametric formula was
used to determine the significant degree of variance on the level of emotional intelligence
among the profile of the respondents. This was conducted using SPSS.
CHAPTER 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents the analysis and interpretation of data in terms of the
respondent’s profile, academic performance and emotional intelligence.
The data gathered were tailed and presented in tabulated and textual form to
analyze and interpret in the light of the relationship and differences that exists among the
variables as posed in this study. During the cleaning of data, some respondents were
excluded because it did not meet the criteria of answering some of the major variables.
Respondents 6, 21, 27 and 58 were removed. Also, eight respondents weren’t able to
participate in the conduct of the study due to absence. Out of the seventy-three senior
high school students, only sixty-one became part of the data analysis and interpretation.
PROFILE OF THE RESPONDENTS
The profile of the respondents includes their age, sex, grade level and section.
These are presented in Table 2.
Sex. Out of the sixty one respondents, twenty nine (47.54%) of them were males and
thirty two (52.16%) were females. This means that majority of the respondents in this
study were females which comprised more than half of the total subjects of this study.
Age. Among the sixty one senior high school students, thirty five of them (57.38%) were
16-17 years old while twenty six (42.62%) were 18 years old and above.
Year Level. Between the two grade levels of the senior high school department, Grade
12 have the highest number of respondents with thirty six (59.02%) students while Grade
11 have twenty five (40.98%) students.
Section. Rizal Senior High School department has only one section per year level,
Prudence for Grade 11 and Patience for Grade 12.
Table 2
Respondents' Demographic Profile
N=61
Respondents' Profile Frequency Percentage

Sex:
Male 29 47.54%
Female 32 52.46%
TOTAL 61 100.00%
Age Interval:
16-17 35 57.38%
18 and above 26 42.62%
TOTAL 61 100.00%
Year Level:
Grade 11 25 40.98%
Grade 12 36 59.02%
TOTAL 61 100.00%
On Student’s Emotional Intelligence. These refers to the levels of student’s emotional
intelligence as to Emotional Awareness, Emotional Management, Social Emotional
Awareness and Relationship Management. Table 3.1 to 3.5 show these data.
Emotional Awareness. Among the statements, the highest responses was
“Emotions play an important part in my life” having the mean of 3.61 (Always) which
means “Very High”. On the other hand, the statements, “I readily tell others my true
feelings” got the lowest mean of 2.90 (Sometimes) which means “Moderately High”. The
general weighted mean of 3.13 (Sometimes) with the interpretation of “Moderately High”
was generated on student’s level of emotional awareness. Therefore, most senior high
school students are aware of their own emotions and gives importance to it. Arrange
accdg to rnk. Ti can still be improved.
Table 2.1
Level of Emotional Intelligence in Emotional Awareness Domain
N=61
Responses' Weighted
Emotional Awareness frequency Mean DV Rank
4 3 2 1 Score
2. Emotions play an important part in my life. 39 20 2 0 3.61 VH 1
1. My feelings are clear to me at any given
18 42 1 0 3.28 VH 2
moment.
3. My moods impact the people around me. 19 37 5 0 3.23 MH 3
10. I am able to stand apart from my
16 41 3 1 3.18 MH 4
thoughts and feelings and examine them.
9. Even when I'm upset, I'm aware of what's
17 35 8 1 3.11 MH 5
happening to me.
6. I can easily sense when I'm going to be
16 34 10 1 3.07 MH 6
angry.
8. I find it easy to describe my feelings. 12 40 8 1 3.03 MH 7
4. I find it easy to put words to my feelings. 8 43 10 0 2.97 MH 8
5. My moods are easily affected by external
8 41 11 1 2.92 MH 9
events.
7. I readily tell others my true feelings. 9 38 13 1 2.90 MH 10
Composite Mean 3.13 MH
Parameter Range Description Descriptive Value Symbol
3.25 - 4.00 Always Very High VH
2.50 - 3.24 Sometimes Moderately High MH
1.75 - 2.49 Rarely Moderately Low ML
1.00 - 1.74 Never Very Low VL
Emotional Management. As presented in Table 3.2, “I accept responsibility for my
reactions.” with the mean 3.64 (Always) got the highest responses with the interpretation
“Very High”. In contrast, the statement. “I control urges to overindulge in things that could
damage my well-being.” with the mean 2.82 (Sometimes) got the lowest mean responses
with the interpretation “Moderately High”. The students overall emotional management
got a weighted mean of 3.16 (Sometimes) with an interpretation of ““Moderately High”.
This suggest that in general, respondents know how to manage their emotions and to
accept responsibility for it.
Table 3.2
Level of Emotional Intelligence in Emotional Management Domain
N=61
Responses' Weighted
Emotional Management frequency Mean DV Rank
4 3 2 1 Score
1. I accept responsibility for my reactions. 39 22 0 0 3.64 VH 1
10. I direct my energy into creative work or hobbies. 27 32 2 0 3.41 VH 2
2. I find it easy to make goals and stick with them. 16 39 6 0 3.16 MH 3
7. If an issue does not affect me directly, I don't let it
14 42 5 0 3.15 MH 4
bother me.
4. I am a very patient person. 11 46 3 1 3.10 MH 5
6. I maintain my composure, even during stressful times. 14 39 8 0 3.10 MH 5
8. I can restrain myself when I feel anger towards
13 42 5 1 3.10 MH 5
someone.
3. I am an emotionally balanced person. 12 42 7 0 3.08 MH 8
5. I can accept critical comments from others without
14 35 11 1 3.02 MH 9
becoming angry.
9. I control urges to overindulge in things that could
9 33 18 1 2.82 MH 10
damage my well-being.

Social Emotional Awareness. Among all the statements describing this domain,
“I care what happens to other people” got the highest mean of 3.41 (Always) which means
Very High. While the statement “I am able to be supportive when giving bad news to
others” got the lowest level of responses with mean 2.85 (Sometimes) which is interpreted
as Moderately High. As revealed in Table 3.3 the students overall mean in Social
Emotional Awareness was 3.20 (Sometimes). This shows that respondents have
moderately high level of Social Emotional Awareness. It can be inferred that the
respondents are sensitive with other person’s emotions as they care about what happens
to them.
Table 3.3
Level of Emotional Intelligence in Social Emotional Awareness Domain
N=61
Responses' Weighted
Social Emotional Awareness frequency Mean DV Rank
4 3 2 1 Score
9. I care what happens to other people. 30 26 5 0 3.41 VH 1
8. I usually know when to speak and when to be
27 29 5 0 3.36 VH 2
silent.
3. I sense it when a person's mood changes. 24 32 5 0 3.31 VH 3
1. I consider the impact of my decisions on other
20 37 4 0 3.26 VH 4
people.
5. I’m generally able to understand the way other
20 37 3 1 3.25 VH 5
people feel.
10. I understand when people's plans change. 15 41 5 0 3.16 MH 6
2. I can tell easily tell if the people around me are
16 39 5 1 3.15 MH 7
becoming annoyed.
7. It genuinely bothers me to see other people suffer. 19 32 10 0 3.15 MH 7
6. My friends can tell me intimate things about
15 38 7 1 3.10 MH 9
themselves.
4. I am able to be supportive when giving bad news
12 29 19 1 2.85 MH 10
to others.
Relationship Management. The respondent’s level of relationship management
is presented in table 3.4. Among the statements describing this domain, “It is easy for me
to make friends” got the highest spot with the weighted mean of 3.61 (Always) which
means Very High. On the other hand, the statement “I am able to show affection” got the
lowest mean score of 2.97 (Sometimes) which means Moderately High. The data
revealed an overall weighted mean of 3.06 with a qualitative description of Moderately
High level of Relationship Management. This implies that even though they don’t always
show their emotions, they find it easy to create relationships with others.
Table 3.4
Level of Emotional Intelligence in Relationship Management Domain
N=61
Responses' Weighted
Relationship Management frequency Mean DV Rank
4 3 2 1 Score
6. It is easy for me to make friends. 38 22 1 0 3.61 VH 1
8. I like helping people. 36 24 1 0 3.57 VH 2
2. My relationships are safe places for me. 28 30 3 0 3.41 VH 3
5. I am a fairly cheerful person. 22 37 2 0 3.33 VH 4
4. I am good at motivating others. 18 41 2 0 3.26 VH 5
7. People tell me I am sociable and fun. 18 38 5 0 3.21 MH 6
10. I am able to talk someone down if they
16 38 6 1 3.13 MH 7
are very upset.
9. Others can depend on me. 13 41 6 1 3.08 MH 8
3. I find it easy to share my deep feelings
14 37 8 2 3.03 MH 9
with others.
1. I am able to show affection. 9 41 11 0 2.97 MH 10
Composite Mean 3.26 VH
Summary of Student’s Emotional Intelligence. Table 3.5 presents the summary of
student’s level of emotional intelligence. Out of the four domains, Relationship
Management ranked first with a weighted mean of 3.13, followed by Social Emotional
Awareness with the mean of 3.16, next is Emotional Management with the mean of 3.20
and lastly, Emotional Awareness whose mean is 3.26. All the domains are interpreted as
Moderately High. Therefore, it can be inferred that most of the students have moderately
high level of emotional intelligence. For recommendation bottom

Table 2.5
Summary of Rizal Senior High School Student's Level of Emotional Intelligence
N=61
Domains Weighted Mean Interpretation Rank

Relationship Management 3.26 Moderately High 1
Social Emotional Awareness 3.20 Moderately High 2
Emotional Management 3.16 Moderately High 3
Emotional Awareness 3.13 Moderately High 4
Overall 3.19 Moderately High
On Student’s Academic Performance. Success in an educational institution is
measured by academic performance. As used in this study, academic performance refers
to the degree of mastery of students in the all the learning areas and respective
competencies of Rizal Senior High School students for the school year 2019-2020 as
reflected in their Grade Point Average (GPA) for the first quarter. Table 4 shows the data
relative to this variable.
Table 4
Rizal Senior High School Student's Level of Academic Performance
N=61
Grade 11 Grade 12 Overall

Rating
F % R F % R F % R
Outstanding
4 16.00% 2 5 13.89% 3 9 14.75% 3
(90-100)
Very Satisfactory
4 16.00% 2 25 69.44% 1 29 47.54% 1
(85-89)
Satisfactory
17 68.00% 1 6 16.67% 2 23 37.70% 2
(80-84)
Fairly Satisfactory
0 0.00% 4 0 0.00% 4 0 0.00% 4
(75-79)
Did Not Meet
Expectation 0 0.00% 4 0 0.00% 4 0 0.00% 4
(Below 75)
Total 25 100.00% 36 100.00% 61 100.00%
Mean 84.41 86.86 85.80
The data shows that student’s academic performance was generally interpreted
as “Very Satisfactory” with an average of 85.80. Meanwhile, Grade 12 got the highest
average of 86.86 which is Very Satisfactory while Grade 11 got a Satisfactory mean
average grade of 84.41. Both year level did not have a student with failing grades (Did
Not Meet Expectation).This result suggests that the students performed well academically
at above average level.
Grade 11. Out of the twenty five grade 11 students, four (16%) had an average grades
ranging from 90-100 (Outstanding); four (16%) of them also had an average ranging 85-
89 (Very Satisfactory) while seventeen (68%) got an average ranging 80-84
(Satisfactory). It can be inferred that most of the Grade 11 students had a satisfactory
grades which means that they performed at average level.
Grade 12. Among the thirty six students from grade 12, five (13.89%) had an average
grades ranging from 90-100 (Outstanding); twenty five (69.44%) of them also had an
average ranging 85-89 (Very Satisfactory) while six (16.67%) got an average ranging 80-
84 (Satisfactory). Most of the Grade 12 students had very satisfactory grades which
means that they are high achievers.
ANALYSIS AND INTERPRETATION OF DATA
On the Significant Degree of Relationship between the Profile of the respondents
and Emotional Awareness Domain of Emotional Intelligence. Tables 4.1 A – C
presents the significant degree of relationship between these variables. Data presented
were based on SPPS results. Manual (Excel*) computations are found in the appendices.
Degree of Relationship between the Age and Emotional Awareness. Table 4.1
– A shows the chi-square results between age and emotional awareness. As revealed in
the result of test statistics, P-value (0.288) is higher than the alpha (0.05). Hence, null
hypothesis is accepted. Therefore, there is no significant relationship between age and
emotional awareness. Student’s age has no influence in their level of emotional
awareness.
Table 4.1 – A
Significant degree of relationship between the Respondents'
Age and Emotional Awareness
N=61
Asymptotic
Value Df Significance
(2-sided)
Pearson Chi-Square 1.130a 1 0.288
N of Valid Cases 61
Degree of Relationship between the Sex and Emotional Awareness. Table 5.1
– B shows the chi-square results between sex and emotional awareness. As revealed in
the result of test statistics, P-value (0.026) is lower than the alpha (0.05). Hence, null
hypothesis is rejected. Therefore, there is a significant relationship between sex and
emotional awareness. Student’s sex is associated with their level of emotional
awareness.
Table 4.1 - B
Sex and Emotional Awareness
N=61
Asymptotic
Value df Significance
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Year Level and Emotional Awareness.
Table 4.1 – C shows the chi-square results between year level and emotional awareness.
As revealed in the result of test statistics, P-value (0.658) is higher than the alpha (0.05).
Hence, null hypothesis is accepted. Therefore, there is no significant relationship between
Year Level and Emotional Awareness. Student’s year level and emotional awareness is
independent on each other.
Table 4.1 - C
Year Level and Emotional Awareness
N=61
Asymptotic
(2-sided)
Pearson Chi-Square .196a 1 0.658
N of Valid Cases 61
and Emotional Management Domain of Emotional Intelligence. Tables 4.2 A – C
presents the significant degree of relationship between these variables. Data presented
were based on SPPS results. Manual (Excel) computations are found in the appendices.
Degree of Relationship between the Age and Emotional Management. Table
4.2 – A shows the chi-square results between age and emotional management. As
revealed in the result of test statistics, P-value (0.668) is higher than the alpha (0.05).
age and emotional management. Student’s age has no influence in their level of
emotional management.
Table 4.2 - A
Age and Emotional Management
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Sex and Emotional Management. Table
4.1 – B shows the chi-square results between sex and management. As revealed in the
result of test statistics, P-value (0.658) is higher than the alpha (0.05). Hence, null
hypothesis is accepted. Therefore, there is no significant relationship between sex and
emotional management. Student’s sex is independent with their level of emotional
management.
Table 4.2 - B
Sex and Emotional Management
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Year Level and Emotional Management.
Table 4.1 – C shows the chi-square results between year level and emotional
management. As revealed in the result of test statistics, P-value (0.819) is greater than
the alpha (0.05). Hence, null hypothesis is accepted. Therefore, there is no significant
relationship between year level and emotional management. Student’s year level and
emotional management is independent of each other.

Table 4.2 - C
Year Level and Emotional Management
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
and Social Emotional Awareness Domain of Emotional Intelligence. Tables 4.3 A –
C presents the significant degree of relationship between these variables. Data presented
were based on SPPS results. Manual (Excel) computations are found in the appendices.
Degree of Relationship between the Age and Social Emotional Awareness.
Table 4.3 – A shows the chi-square results between age and social emotional awareness.
Age and Social Emotional Awareness. Student’s age has no influence in their level of
social emotional awareness.
Table 4.3 - A
Age and Social Emotional Awareness
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Sex and Social Emotional Awareness.
Table 4.3 – B shows the chi-square results between sex and social emotional awareness.
Hence, null hypothesis is rejected. Therefore, there is a significant relationship between
sex and social emotional awareness. Student’s sex influence their level of social
emotional awareness.
Table 4.3 - B
Sex and Social Emotional Awareness
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Year Level and Social Emotional
Awareness. Table 4.3 – B C shows the chi-square results between year level and social
emotional awareness. As revealed in the result of test statistics, P-value (0.398) is higher
than the alpha (0.05). Hence, null hypothesis is accepted. Therefore, there is no
significant relationship between year level and social emotional awareness. Student’s
year level has no association with their level of social emotional awareness.
Table 4.3 - C
Year Level and Social Emotional Awareness
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
On the Significant Degree of Relationship between the Profile of the
respondents and Relationship Management Domain of Emotional Intelligence.
Tables 4.4 A – C presents the significant degree of relationship between these variables.
Data presented were based on SPPS results. Manual (Excel) computations are found in
the appendices.
Degree of Relationship between the Age and Relationship Management.
Table 4.4 – A shows the chi-square results between age and relationship management.
Age and Relationship Management. Student’s age has no influence in their level of
Relationship Management.
Table 4.4 - A
Age and Relationship Management
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Sex and Relationship Management.
Table 4.4 – B shows the chi-square results between sex and relationship management.
Sex and Relationship Management. Student’s sex has no influence in their level of
Relationship Management.
Table 4.4 - B
Sex and Relationship Management
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Year Level and Relationship
Management. Table 4.4 – C shows the chi-square results between sex and relationship
management. As revealed in the result of test statistics, P-value (0.644) is higher than the
alpha (0.05). Hence, null hypothesis is accepted. Therefore, there is no significant
relationship between Year Level and Relationship Management. Student’s Year Level has
no influence in their level of Relationship Management.
Table 4.4 - C
Year Level and Relationship Management
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
respondents and Emotional Intelligence. Tables 4.5 A – C presents the significant
degree of relationship between these variables. Data presented were based on SPPS
results. Manual (Excel) computations are found in the appendices.

Degree of Relationship between the Age and Emotional Intelligence. Table
4.5 – A shows the chi-square results between age and relationship management. As
age and emotional intelligence. Student’s age has no influence in their level emotional
intelligence.
Table 4.5 - A
Age and Emotional Intelligence
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Sex and Emotional Intelligence. Table 4.5
– B shows the chi-square results between sex and emotional intelligence. As revealed in
the result of test statistics, P-value (0.007) is lower than the alpha (0.05). Hence, null
emotional intelligence. Student’s sex has influence in their level emotional intelligence.
Table 4.5 - B
Sex and Emotional Intelligence
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Year Level and Emotional Intelligence.
Table 4.5 – C shows the chi-square results between year level and emotional intelligence.
year level and emotional intelligence. Student’s year level has no influence in their level
emotional intelligence.
Table 4.5 - C
Year Level and Emotional Intelligence
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
respondents and Academic Performance. Tables 5 A – C presents the significant
degree of relationship between these variables. Data presented were based on SPPS
results. Manual (Excel) computations are found in the appendices.
Degree of Relationship between the Age and Academic Performance. Table 5
– A shows the chi-square results between age and academic performance. As revealed
in the result of test statistics, P-value (0.383) is higher than the alpha (0.05). Hence, null
hypothesis is accepted. Therefore, there is no significant relationship between age and
academic performance. Student’s age has no influence in their academic performance.

Table 5 - A
Age and Academic Performance
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Sex and Academic Performance. Table 5
– B shows the chi-square results between sex and academic performance. As revealed
in the result of test statistics, P-value (0.001) is lower than the alpha (0.05). Hence, null
academic performance. Student’s sex has an influence in their academic performance.
Table 5 - B
Sex and Academic Performance
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
Degree of Relationship between the Year Level and Academic Performance.
Table 5 – A shows the chi-square results between year level and academic performance.
As revealed in the result of test statistics, P-value (0.00) is lower than the alpha (0.05).
year level and academic performance. Student’s year level has influence in their
academic performance.
Table 5 - C
Year Level and Academic Performance
N=61
Asymptotic
(2-sided)
Pearson Chi-Square 19.220a 2 0
N of Valid Cases 61
On the Significant Degree of Correlation between Emotional Awareness and
Emotional Management. Tables 6 presents the significant degree of correlation between
these variables. Data presented were based on SPPS results. Manual (Excel)
computations are found in the appendices.
Since research data was not normally distributed, the correlation between
Emotional Awareness and Emotional Management was analyzed using Chi-square. As
Emotional Awareness and Emotional Management. Student’s Emotional Awareness is
independent of Emotional Management.
Table 6.1
Significant Degree of Correlation between
Emotional Awareness and Emotional Management
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
On the Significant Degree of Correlation between Social Emotional
Awareness and Relationship Management. Tables 6.2 presents the significant degree
of correlation between these variables. Data presented were based on SPPS results.
Manual (Excel) computations.
Since research data was not normally distributed, the correlation between Social
Emotional Awareness and Relationship Management was analyzed using Chi-square. As
Hence, null hypothesis is accepted. Therefore, there is no significant relationship Social
Emotional Awareness and Relationship Management. Student’s Social Emotional
Awareness is independent Relationship Management.
Table 6.2
Social Emotional Awareness and Relationship Management
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
On the Significant Degree of Correlation between Emotional Intelligence and
Academic Performance. Tables 6.3 presents the significant degree of correlation
between these variables. Data presented were based on SPPS results. Manual (Excel)
computations.
Since research data was not normally distributed, the correlation between
Emotional Intelligence and Academic Performance was analyzed using Chi-square. As
revealed in the result of test statistics, P-value (0.009) is lower than the alpha (0.05).

Emotional Intelligence and Academic Performance. Student’s Emotional Intelligence is
associated with Academic Performance.
Table 6.3
Emotional Intelligence and Academic Performance
N=61
Asymptotic
(2-sided)
N of Valid Cases 61
On the Significant Degree of Variance in the Level of Emotional Intelligence
among the Profile of the Respondents. Tables 7A – C presents the significant degree
of variance between these variables. Data presented were based on SPPS results since
we cannot compute the data manually using excel. Since research data was not normally
distributed, the correlation between Emotional Intelligence and Academic Performance
was analyzed using Mann-Whitney Test.
Degree of Variance in the Level of Emotional Intelligence among the Age of
the Respondents. As revealed in the result of test statistics, P-value (0.907) is higher
than the alpha (0.05). Hence, null hypothesis is accepted. Therefore, there is no
significant degree of variance in the Level of Emotional Intelligence among the Age of the
Respondents. Student’s Level of Emotional Intelligence is the same across all ages.
Table 7.1
Significant Degree of Variance in the Level of Emotional Intelligence
Among the Age of the Respondents
N=61
Ranks
Mean Sum of
Age New N
Rank Ranks
16-17 35 31.23 1093

18 and
EIMean 26 30.69 798
above
Total 61
Test Statisticsa
EIMean
Mann-Whitney U 447
Wilcoxon W 798
Z -0.117
Asymp. Sig. (2-tailed) 0.907
Exact Sig. (2-tailed) 0.911
Point Probability 0.003
Degree of Variance in the Level of Emotional Intelligence among the Sex of
the Respondents. As revealed in the result of test statistics, P-value (0.007) is lower
than the alpha (0.05). Hence, null hypothesis is rejected. Therefore, there is a significant
degree of variance in the Level of Emotional Intelligence among the Sex of the
Respondents. Student’s Level of Emotional Intelligence differs between Males and
Females. Based on the results, it can be concluded that Female (Mean Rank = 36.84)
have higher degree of difference in the level of Emotional Intelligence than Males (Mean
Rank = 24.55).
Table 7.2
Among the Sex of the Respondents
N=61
Ranks
Mean Sum of
SEX N
Rank Ranks
Male 29 24.55 712
EIMean Female 32 36.84 1179
Total 61
Test Statisticsa
EIMean
Mann-Whitney U 277
Wilcoxon W 712
Z -2.707
Point Probability 0
Degree of Variance in the Level of Emotional Intelligence among the Year
Level of the Respondents. As revealed in the result of test statistics, P-value (0.826) is
higher than the alpha (0.05). Hence, null hypothesis is accepted. Therefore, there is no
significant degree of variance in the Level of Emotional Intelligence among the Year Level
of the Respondents. Student’s Level of Emotional Intelligence is the same across all Year
Levels.
Table 7.3
Among the Year Level of the Respondents
N=61
Ranks
YEAR Mean Sum of
N
LEVEL Rank Ranks
11 25 30.4 760
EIMean 12 36 31.42 1131
Total 61
Test Statisticsa
EIMean
Mann-Whitney U 435
Wilcoxon W 760
Z -0.22
Point Probability 0.003
CHAPTER 3
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This part presents the summary of findings, conclusions and recommendations. The raw
data which were analyzed and interpreted in the preceding chapter are herein
summarized as basis for formulating conclusions. In turn, recommendations are offered.
SUMMARY OF FINDINGS
Profile of the Respondents. In terms of Sex, out of the sixty one respondents, twenty
nine (47.54%) of them were males and thirty two (52.16%) were females. This means that
majority of the respondents in this study were females which comprised more than half of
the total subjects of this study. As to age, among the sixty one senior high school students,
thirty five of them (57.38%) were 16-17 years old while twenty six (42.62%) were 18
years old and above. As per Year Level, Grade 12 have the highest number of
respondents with thirty six (59.02%) students while Grade 11 have twenty five (40.98%)
students. Rizal Senior High School department has only one section per year level,
Prudence and Patience, thus, profile is the same with Grade Level.
On Student’s Emotional Intelligence. Out of the four domains, Relationship
Management ranked first with a weighted mean of 3.13, followed by Social Emotional
Awareness with the mean of 3.16, next is Emotional Management with the mean of 3.20
and lastly, Emotional Awareness whose mean is 3.26. All the domains are interpreted as
Moderately High. Therefore, it can be inferred that most of the students have moderately
high level of emotional intelligence.

On Studet’s Academic Performance. Student’s academic performance was generally
interpreted as “Very Satisfactory” with an average of 85.80. Meanwhile, Grade 12 got the
highest average of 86.86 which is Very Satisfactory while Grade 11 got a Satisfactory
mean average grade of 84.41. Both year level did not have a student with failing grades
(Did Not Meet Expectation).This result suggests that the students performed well
academically at above average level. Most of the Grade 11 students had a satisfactory
grades which means that they performed at average level. On the other hand, Grade 12
students had very satisfactory grades which means that they are high achievers.
Summary of the significant degree of relationship between the profile of the
respondents and the Domains of Emotional Intelligence. Data revealed that though
there is no significant degree of relationship between Emotional Awareness and Age as
well as Year Level. However it was found out that there is an association between
Emotional Awareness and Sex. Based on analysis, female students have high level of
emotional awareness than males. On the other hand, there was no significant degree of
relationship between profile and Emotional Management. For Social Emotional
Awareness, among the profile of the respondents, only the Sex has an association with
the level of this domain which means that student’s sex influence their level of social
emotional awareness. Lastly, in terms of relationship management, results conclude that
there is no significant degree of relationship among age, sex and year level with this
domain.
Summary of the significant degree of relationship between the profile of the
respondents and Emotional Intelligence. Based on the results of the study, only the
sex has an association with the academic performance of the students. Therefore, overall,
student’s sex has influence in their level Emotional Intelligence.
Summary of the significant degree of relationship between the profile and
academic performance. Data revealed that there is a degree of relationship between
the sex and academic performance as well as year level and academic performance. It
can be inferred that both have influence in the academic achievement of the students.
Summary of the significant correlation between Emotional awareness and
emotional management. There is no significant relationship between Emotional
Awareness and Emotional Management. Student’s Emotional Awareness is independent
Emotional Management.
Summary of the significant correlation between social emotional awareness
and relationship management. Upon analysis, there is no significant relationship Social
Emotional Awareness and Relationship Management. Student’s Social Emotional
Awareness is independent with Relationship Management.
Summary of the significant correlation between emotional intelligence and
academic performance. There is a significant relationship between Emotional

Intelligence and Academic Performance. Student’s Emotional Intelligence is associated
with Academic Performance which means that the higher the emotional intelligence of a
student, the higher is academic performance respectively.
Summary of the significant degree of variance in the level of emotional
intelligence among the profile of the respondents. Results revealed that only Sex
(Male/Female) profile of the respondents has a significant degree of difference in the level
of emotional intelligence. This means that male and female students don’t have the same
level of emotional intelligence. It can be concluded that Female (Mean Rank = 36.84)
students have higher degree of difference in the level of Emotional Intelligence than Males
(Mean Rank = 24.55).
CONCLUSIONS
After the interpretation and analysis of data, this study concluded that there is a
significant relationship between emotional intelligence and academic performance among
the Senior High School students of Rizal High School, Rizal, Batuan, Bohol. Therefore,
students who have high emotional intelligence skills also have a high academic
performance.
RECOMMENDATIONS
Students should be able to develop or acquire emotional intelligence skills to be
able to keep up with their academic performance. The result of the study highly
recommend teachers to use teaching strategies that can enhance and improve the
emotional awareness as well as the emotional management of the students. Teaching
strategies like group play can enhance student’s ability to adapt their moods to the given
situations or scenarios. It can also enhance their emotional management skills because
it will help them confer their ideas with each other. The same study is highly recommended
with much larger participants to further prove that there is a relationship between
emotional intelligence and academic performance among students.

APPENDICES
UNIVERSITY OF BOHOL
GRADUATE SCHOOL
City of Tagbilaran
September 21, 2019

DR. BUENAVENTURADA D. LIBOT
Dean, Graduate School and Professional Studies
University of Bohol
Dear Dr. Libot,
Greetings in the name of Our Lord!
We the undersigned are conducting a study on “Emotional Intelligence in

Relation to Academic Performance among Senior High School Students of Rizal
High School, Batuan, Bohol” in partial fulfillment of the requirements for our Advanced
Methods of Research subject.
In this connection, we seek permission from your good office regarding the conduct
of our study. Rest assured that utmost confidentiality and ethical considerations of
research will be observed.
Thank you and God Bless.
Respectfully yours,
SARLYN R. UY
RECELYN MARIE M. TAGUPA
RENE S. BUGAHOD
Researchers
Noted by:
LEAH WILFREDA E. PILONGO, Ph. D.

Adviser, Advanced Methods of Research
Approved by:
BUENAVENTURADA D. LIBOT, Ph. D.

Dean, Graduate School
UNIVERSITY OF BOHOL
GRADUATE SCHOOL
City of Tagbilaran
September 21, 2019
LUMIN T. PAMARAN, Ph. D.
Vice President for Academics
University of Bohol
Dear Dr. Pamaran,
Warmest Greetings!
We the undersigned are conducting a study on “Emotional Intelligence in
Relation to Academic Performance among Senior High School Students of Rizal
High School, Batuan, Bohol” in partial fulfillment of the requirements for our Advanced
Methods of Research subject.
In this connection, we seek permission from your good office regarding the conduct
of our study. Rest assured that utmost confidentiality and ethical considerations of
research will be observed.
We are hoping for your favorable response over this request.
Respectfully yours,
SARLYN R. UY
RECELYN MARIE M. TAGUPA
RENE S. BUGAHOD
Researchers
Noted by:
BUENAVENTURADA D. LIBOT, Ph. D.

Dean, Graduate School
Approved by:
LUMIN T. PAMARAN, Ph. D.

VP for Academics
October 1, 2019
Zenaida R. Vallente
School In-Charge
Rizal High School
Rizal, Batuan, Bohol
Dear Mrs. Vallente,
Greetings!
We are the Researchers of the Advanced Methods of Research in the University

of Bohol. We intend to study on “Emotional Intelligence in Relation to Academic
Performance among Senior High School students of Rizal High School, Batuan,
Bohol”. The study aims to determine if there is a significant association between
Emotional Intelligence and Academic Performance among the respondents.
In this connection, we would like to ask your permission to allow your Senior High
School students to answer the attached modified questionnaire The Quick Emotional
Intelligence Self-Assessment Tool (Paul Mohapel, 2015) and subsequently utilize their
Midterm grade-point average for this academic year.
There are no known risks for the respondents from participating in this study. Their
grades and class standing will not be affected in any way if they do, or do not, participate.
Respondents will not directly benefit from this research; however, their participation may
benefit the educational sector in understanding the students’ performance through
another dimension.
Rest assured that utmost confidentiality and complete anonymity will be observed
in the handling, management and archiving of the data. No names or other identifying
information will be collected. If a report of this study is published or presented at a
professional conference, only group results will be communicated and not individual
responses.
In the event that you have questions/clarifications, you may contact our group
leader Ms. Sarlyn R. Uy at 0918-1593886 (SMART), 0977-2075019 (GLOBE) or email
her at sarlynuy@gmail.com.
Thank you so much for your anticipated assistance.
Sincerely yours,
The Researchers
Noted by:
LEAH WILFREDA E. PILONGO, Ph.D.

Adviser, Advanced Methods of Research
Approved by:
ZENAIDA R. VALLENTE
School In-Charge, Rizal High School
Republic of the Philippines
University of Bohol
Graduate School and Professional Studies
Tagbilaran City, Bohol
Dear Parent/Guardian,
Good day!

In this connection, we would like to seek your permission to utilize the grades of
your son/daughter and allow him/her to participate with our research by answering the
modified questionnaire (The Quick Emotional Intelligence Self-Assessment Tool by Paul
Mohapel, 2015).
There are no known risks to your son/daughter from participating in this study.
Their grades and class standing will not be affected in any way if they do, or do not,
participate.
in the handling, management and archiving of the data. No names or other identifying
information will be collected. If a report of this study is published or presented at a
professional conference, only group results will be communicated and not individual
responses.
Your approval to allow your son/daughter to participate in the study will be greatly
appreciated.
Please affix your signature on the return slip if you allow your son/daughter to take
part in our research and utilize his/her grades. If you do not sign and return this form, the
researchers will understand that you do not wish to allow your son/daughter to participate.
leader Ms. Sarlyn R. Uy at 0918-1593886 (SMART) 0977-2075019 (GLOBE) or email
Thank you very much.
Sincerely yours,
The Researchers
---------------------------------------------------------------------------------------------------------------------
CERTIFICATE OF PARENT’S CONSENT
I have read the forgoing information, or it has been read to me. I have had the
opportunity to ask questions about it and any questions I have been asked have
been answered to my satisfaction. I consent my son/daughter to be a participant in
this study.
Name of Parent: _______________________________

Signature of Parent ____________________________ Date: ______________
STATEMENT BY THE RESEARCHER OR THE PERSON TAKING CONSENT

I confirm that the participant was given an opportunity to ask questions about the
study and all the questions have been answered correctly and to the best of my
ability. I confirm that the individual has not been coerced and the consent has been
given freely and voluntarily.
Name of Researchers: Signature Date

Sarlyn R. Uy _________________ ___________
Recelyn Marie M. Tagupa _________________ ___________
Rene S. Bugahod _________________ ___________
University of Bohol
Tinahud kong ginikanan,
Maayong Adlaw!
Kami nga mga tinun-an (Advance Methods of Research) sa University of Bohol

nagatuyo sa pagtuon sa “Emotional Intelligence in Relation to Academic
Bohol”. Ang pagtuon nagtumong para mahibal-an kung aduna bay mahinungdanon nga
asosasyon taliwala sa emosyonal nga salabotan og akademikong kalambuan sa mga
estudyante.
Kalabot niini, kami nangayo og pagtugot para magamit ang ilang mga grado ug
para sila makaapil sa among pagtuon pinaagi sa pagtubag sa mga pipila ka pangutana
gamit ang “The Quick Emotional Intelligence Self-Assessment Tool” ni Paul Mohapel,
2015.
Amoang paniguraduhon nga walay mahitabong kadaot sa mga bata kabahin sa

among pagtuon. Ang ilang mga grado og kalambuan sa klase dili gyud maapektuhan
kung sila moapil o kon dili man gani moapil.
Ipasalig namo nga ang tanang impormasyon nga among gamiton aning among
pag tuon magpabiling konpidensyal. Walay pangalan ug lain pang ilhanan nga
impormasyon ang amoang kuhaon. Kung mogawas na kaning among gitun-an o i-
presenta sa mga propesyonal, ang resulta ra sa kadaghan ang basehan ug dili ang
nagkanaiyang tubag.
Ang inyong pagtugot para sa inyong anak nga muapil niining pagtuon maoy among
gipabilhan og gipasalamatan.
Palihug isulat ang inyong pirma para sa kamatuoran nga kamo nitugot nga ang
inyong anak/mga anak moapil sa among pagdukiduki og magamit ang ilahang mga grado
ara sa kalampusan niini. Kon kamo dili mupirma og ibalik kini nga solar, kami musabot
nga dili kamo motugot nga moapil ang inyong mga anak.
Kon kamo adunay mga pangutana pwede mo mutawag sa amuang lider sa grupo
Ms. Sarlyn R. Uy sa numero 09181593866 (SMART), 09772075019 (GLOBE) o email
sa iyang account sarlyn@gmail.com.
Daghan kaayung salamat.
Nagatahod,
Mga tinun-an
---------------------------------------------------------------------------------------------------------------------
PAGAMATOOD SA KONSENSYON
Nabasa na nako ang gipaabut nga kasayuran, og kini nabasa ngari kanako. Gitagaan
ako og higayon nga makapangutana bahin niini ug bisan unsang mga pangutana natubag
sa akong katagbawan. Gitugotan ko ang akong anak nga moapil sa sa maong pagtuon.
Ngalan sa Ginikanan: ________________________
Pirma: _____________________________________ Petsa: _______________

PAHAYAG SA TIGDUKIDUKI
Gikompirma ko nga ang ginikanan gihatagan ug higayon sa pagpangutana bahin sa
pagtuon ug ang tanan nga mga pangutana natubag sa husto ug kutob sa among mahimo.
Gikumpirma ko nga ang indibidwal wala gipugos ug ang pagtugot gihatag nga gawasnon
ug boluntaryo.
Ngalan sa mga Tigdukiduki: Pirma Petsa
Sarlyn R. Uy _________________ ___________
Si Recelyn Marie M. Tagupa _________________ ___________
Rene S. Bugahod _________________ ___________

University of Bohol
Dear Respondent,

In this connection, we wish to seek your assistance to answer the attached

Mohapel, 2015). Your participation would involve the anonymous completion of that two-
page questionnaire to be done outside of class time which should take no longer than 30
minutes.
The individual results of this study will remain absolutely confidential and
anonymous to all parties, including the researchers and your academic institution. The
pooled data results will be utilized for this research project only.
all throughout our research. No names or other identifying information will be collected.
If a report of this study is published or presented at a professional conference, only group
results will be communicated and not individual responses.
Please affix your signature on the return slip if you to take part in our research. If
you do not sign and return this form, the researchers will understand that you do not wish
to participate.
Sincerely yours,
The Researchers
---------------------------------------------------------------------------------------------------------------------
CERTIFICATE OF ASSENT
I have read this information (or had the information read to me). I have had my
questions answered and know that I can ask questions later if I have them. I agree
to take part in the research.
Name of Respondent: _______________________________

Signature of Respondent: ____________________________ Date: ______________
STATEMENT BY THE RESEARCHER
I confirm that the child was given an opportunity to ask questions about the study,
and all the questions asked by him/her have been answered correctly to the best
of my ability. I confirm that the individual has not been coerced into given consent
and the consent has been freely and voluntarily.

Sarlyn R. Uy _________________ ___________
Rene S. Bugahod _________________ ___________
University of Bohol
Dear Respondent,

In this connection, we wish to seek your assistance to answer the attached

Mohapel, 2015). Your participation would involve the anonymous completion of that two-
page questionnaire to be done outside of class time which should take no longer than 30
minutes.
The individual results of this study will remain absolutely confidential and
anonymous to all parties, including the researchers and your academic institution. The
pooled data results will be utilized for this research project only.
all throughout our research. No names or other identifying information will be collected.
If a report of this study is published or presented at a professional conference, only group
results will be communicated and not individual responses.
Please affix your signature on the return slip if you to take part in our research. If
you do not sign and return this form, the researchers will understand that you do not wish
to participate.
Sincerely yours,
The Researchers
---------------------------------------------------------------------------------------------------------------------
CERTIFICATE OF CONSENT
I have read the forgoing information, or it has been read to me. I have had the
opportunity to ask questions about it and any questions I have been asked have
been answered to my satisfaction. I consent to be a participant in this study.
Name of Respondent: _______________________________

Signature of Respondent: ____________________________ Date: ______________
STATEMENT BY THE RESEARCHER OR THE PERSON TAKING CONSENT
I confirm that the participant was given an opportunity to ask questions about the
study and all the questions have been answered correctly and to the best of my
ability. I confirm that the individual has not been coerced and the consent has been
given freely and voluntarily.

Sarlyn R. Uy _________________ ___________
Rene S. Bugahod _________________ ___________
QN- _____
Age: ________ Year Level: _________

Sex: ________ Section: ___________
Emotional intelligence (referred to as EQ) is your ability to be aware of, understand and
manage your emotions.
Rank each statement as follows: 4 (Always) 3 (Sometimes) 2 (Rarely) 1 (Never)

Put a check mark () on the space provided.
Emotional Awareness 4 3 2 1
My feelings are clear to me at any given moment.
Emotions play an important part in my life.
My moods impact the people around me.
I find it easy to put words to my feelings.
My moods are easily affected by external events.
I can easily sense when I'm going to be angry.
I readily tell others my true feelings.
I find it easy to describe my feelings.
Even when I'm upset, I'm aware of what's happening to me.
I am able to stand apart from my thoughts and feelings and examine them.
Emotional Management 4 3 2 1
I accept responsibility for my reactions.
I find it easy to make goals and stick with them.
I am an emotionally balanced person.
I am a very patient person.
I can accept critical comments from others without becoming angry.
I maintain my composure, even during stressful times.
If an issue does not affect me directly, I don't let it bother me.
I can restrain myself when I feel anger towards someone.
I control urges to overindulge in things that could damage my well-being.
I direct my energy into creative work or hobbies.
Social Emotional Awareness 4 3 2 1
I consider the impact of my decisions on other people.
I can tell easily tell if the people around me are becoming annoyed.
I sense it when a person's mood changes.
I am able to be supportive when giving bad news to others.
I am generally able to understand the way other people feel.
My friends can tell me intimate things about themselves.
It genuinely bothers me to see other people suffer.
I usually know when to speak and when to be silent.
I care what happens to other people.
I understand when people's plans change.
Relationship Management 4 3 2 1
I am able to show affection.
My relationships are safe places for me.
I find it easy to share my deep feelings with others.
I am good at motivating others.
I am a fairly cheerful person.
It is easy for me to make friends.
People tell me I am sociable and fun.
I like helping people.
Others can depend on me.
I am able to talk someone down if they are very upset.
CODEBOOK
Part 1. Respondent's Profile

Variables Code
16-17 1
Age
18 and above 2
Male 1
Sex
Female 2
11 1
Year Level
12 2
Prudence 1
Section
Patience 2
Part 2. Emotional Intelligence Scale

Numerical Value Respond Category Description
4 Always The condition is constantly encountered.
The condition is occasionally
3 Sometimes
encountered.
2 Rarely The condition is slightly encountered.
1 Never The condition is not encountered.
Part 3. Emotional Intelligence Interpretation

Parameter Descriptive Value Symbol
3.25 - 4.00 Very High VH
2.50 - 3.24 Moderately High MH
1.75 - 2.49 Moderately Low ML
1.00 -1.74 Very Low VL
Part 4. Grading Scale

Grading Scale Description Symbol
90-100 Outstanding O
85-89 Very Satisfactory VS
80-84 Satisfactory S
75-79 Fairly Satisfactory FS
Below 75 Did Not Meet Expectation DNME
RAW DATA ON RESPONDENTS’ PROFILE, EMOTIONAL INTELLIGENCE
AND ACACADEMIC PERFORMANCE (GPA)
PROFILE GPA
EMOTIONAL
YEAR (1st
QN AGE SEX SECTION INTELLIGENCE
LEVEL Quarter)
1 1 1 1 1 3.28 S
2 1 1 1 1 3.28 S
3 1 1 1 1 3.15 S
4 1 2 1 1 3.50 O
5 1 2 1 1 3.20 O
7 1 2 1 1 3.20 O
8 1 2 1 1 3.20 S
9 1 2 1 1 3.15 VS
10 1 2 1 1 3.25 VS
11 1 2 1 1 2.93 S
12 1 2 1 1 3.30 S
13 1 2 1 1 3.75 VS
14 1 1 1 1 3.23 S
15 1 1 1 1 3.08 S
16 1 1 1 1 2.63 S
17 1 1 1 1 3.18 VS
18 1 1 1 1 3.08 S
19 1 1 1 1 3.03 S
20 1 1 1 1 3.23 S
22 1 1 1 1 2.95 S
23 2 1 1 1 3.05 S
24 2 1 1 1 3.15 S
25 2 1 1 1 3.20 S
26 2 1 1 1 3.20 S
28 2 2 1 1 3.60 O
29 1 2 2 2 3.23 VS
30 1 2 2 2 2.98 VS
31 1 2 2 2 3.28 VS
32 1 2 2 2 3.58 O
33 1 2 2 2 3.55 O
34 1 2 2 2 2.90 VS
35 1 2 2 2 2.78 VS
36 1 2 2 2 3.25 VS
37 1 2 2 2 3.58 O
38 1 2 2 2 3.45 O
39 1 2 2 2 3.05 VS
40 1 2 2 2 3.25 VS
41 1 1 2 2 3.10 VS
42 1 1 2 2 2.85 VS
43 1 1 2 2 3.23 VS
44 2 2 2 2 2.95 S
45 2 2 2 2 3.20 S
46 2 2 2 2 3.35 VS
47 2 2 2 2 3.08 VS
48 2 2 2 2 3.28 VS
49 2 2 2 2 3.23 O
50 2 2 2 2 3.53 VS
51 2 2 2 2 3.20 VS
52 2 2 2 2 3.18 S
53 2 2 2 2 3.38 VS
54 2 1 2 2 2.83 VS
55 2 1 2 2 3.30 VS
56 2 1 2 2 3.10 VS
57 2 1 2 2 2.78 S
59 2 1 2 2 3.18 VS
60 2 1 2 2 3.20 VS
61 2 1 2 2 3.25 VS
62 2 1 2 2 3.08 VS
63 2 1 2 2 3.35 VS
64 2 1 2 2 3.15 S
65 2 1 2 2 3.08 S
WMS 3.19 VS
RAW DATA ON RESPONDENTS’ PROFILE, EMOTIONAL INTELLIGENCE
DOMAINS
PROFILE EMOTIONAL INTELLIGENCE DOMAINS

Social
YEAR Emotional Emotional Relationship
QN AGE SEX SECTION Emotional
LEVEL Awareness Management Management
Awareness
1 1 1 1 1 3.10 3.40 3.30 3.30
2 1 1 1 1 3.10 3.40 3.40 3.20
3 1 1 1 1 3.10 3.10 3.20 3.20
4 1 2 1 1 3.40 3.20 3.80 3.60
5 1 2 1 1 3.20 3.20 3.10 3.30
7 1 2 1 1 3.20 3.10 3.30 3.20
8 1 2 1 1 3.30 3.20 3.10 3.20
9 1 2 1 1 3.00 2.90 3.50 3.20
10 1 2 1 1 3.10 2.70 3.60 3.60
11 1 2 1 1 3.00 3.10 2.90 2.70
12 1 2 1 1 3.00 3.40 3.60 3.20
13 1 2 1 1 3.70 3.50 3.80 4.00
14 1 1 1 1 3.30 3.30 3.10 3.20
15 1 1 1 1 3.40 2.50 3.10 3.30
16 1 1 1 1 2.50 2.70 2.60 2.70
17 1 1 1 1 2.90 3.40 3.30 3.10
18 1 1 1 1 3.10 2.90 3.00 3.30
19 1 1 1 1 3.00 3.10 2.90 3.10
20 1 1 1 1 3.00 3.20 3.40 3.30
22 1 1 1 1 2.60 2.80 3.00 3.40
23 2 1 1 1 3.10 3.10 2.70 3.30
24 2 1 1 1 2.90 3.20 3.20 3.30
25 2 1 1 1 2.80 3.30 3.20 3.50
26 2 1 1 1 3.50 3.30 2.60 3.40
28 2 2 1 1 3.70 3.40 3.80 3.50
29 1 2 2 2 3.40 3.20 3.20 3.10
30 1 2 2 2 2.70 3.00 2.90 3.30
31 1 2 2 2 3.10 3.40 3.50 3.10
32 1 2 2 2 3.20 3.50 3.70 3.90
33 1 2 2 2 3.00 3.80 3.70 3.70
34 1 2 2 2 3.10 3.00 2.70 2.80
35 1 2 2 2 2.80 2.60 2.90 2.80
36 1 2 2 2 3.60 3.50 2.80 3.10
37 1 2 2 2 3.70 3.30 3.90 3.40
38 1 2 2 2 3.00 3.50 3.80 3.50
39 1 2 2 2 3.30 3.40 2.80 2.70
40 1 2 2 2 3.20 3.40 3.10 3.30
41 1 1 2 2 3.20 3.00 3.10 3.10
42 1 1 2 2 2.70 2.80 2.90 3.00
43 1 1 2 2 3.20 3.10 3.20 3.40
44 2 2 2 2 2.90 2.80 2.80 3.30
45 2 2 2 2 3.30 3.10 3.30 3.10
46 2 2 2 2 3.30 3.40 3.20 3.50
47 2 2 2 2 3.10 3.00 3.20 3.00
48 2 2 2 2 3.40 3.20 3.40 3.10
49 2 2 2 2 3.20 3.30 3.30 3.10
50 2 2 2 2 3.80 3.10 3.70 3.50
51 2 2 2 2 2.90 3.20 3.20 3.50
52 2 2 2 2 3.30 3.20 3.20 3.00
53 2 2 2 2 3.40 3.20 3.30 3.60
54 2 1 2 2 2.70 2.70 2.70 3.20
55 2 1 2 2 3.10 3.40 3.40 3.30
56 2 1 2 2 2.70 3.30 3.20 3.20
57 2 1 2 2 2.90 2.60 2.70 2.90
59 2 1 2 2 3.30 2.90 3.10 3.40
60 2 1 2 2 3.20 3.10 3.10 3.40
61 2 1 2 2 3.30 3.50 2.90 3.30
62 2 1 2 2 2.90 2.90 3.10 3.40
63 2 1 2 2 3.20 3.40 3.30 3.50
64 2 1 2 2 3.10 3.20 3.20 3.10
65 2 1 2 2 2.70 3.20 3.20 3.20
WMS 3.13 3.16 3.20 3.26
MANUAL COMPUTATIONS USING EXCEL
Table 4.1 - A
Significant degree of relationship between the Respondents' Age and Emotional Awareness
N=61
Emotional Awareness
Age VH MH TOTAL
O E X^2 O E X^2
9 26 35
16-17 10.902 24.098
0.33 0.15
10 16 26
18-above 8.0984 17.902
0.45 0.202
TOTAL 19 42 61
X^2 0.7783 0.3521 1.130
critical value @ 1 df (3.84) and 0.05 Result: NOT
Ho: ACCEPTED
level of significance SIGNIFICANT
Table 4.1 - B
Significant degree of relationship between the Respondents' Sex and Emotional
Awareness
N=61
Emotional Awareness
Sex VH MH TOTAL
O E X^2 O E X^2
5 24 29
Male 9.0328 19.967
1.80 0.81
14 18 32
Female 9.9672 22.033
1.63 0.7381
TOTAL 19 42 61
X^2 3.4322 1.5526 4.985
critical value @ 1 df (3.84) and 0.05
Result: SIGNIFICANT Ho: REJECTED
level of significance
Table 4.1 - C
Significant degree of relationship between the Respondents' Year Level and Emotional Awareness
N=61
Emotional Awareness
Year Level VH MH TOTAL
O E X^2 O E X^2
7 18 25
Grade 11 7.78689 17.2131
0.08 0.04
12 24 36
Grade 12 11.2131 24.7869
0.06 0.02498
TOTAL 19 42 61
X^2 0.13474 0.06095 0.196
critical value @ 1 df (3.84) and 0.05 level of Result: NOT
Ho: ACCEPTED
significance SIGNIFICANT
Table 4.2 - A
Significant degree of relationship between the Respondents' Age and Emotional Management
N=61
Emotional Management
Age VH MH TOTAL
O E X^2 O E X^2
14 21 35
16-17 13.197 21.803
0.05 0.03
9 17 26
18-above 9.8033 16.197
0.07 0.0398
TOTAL 23 38 61
X^2 0.1147 0.0694 0.184
critical value @ 1 df (3.84) and 0.05 level Result: NOT
Ho: ACCEPTED
of significance SIGNIFICANT
Table 4.2 - B
Significant degree of relationship between the Respondents' Sex and Emotional Management
N=61
Sex VH MH TOTAL
O E X^2 O E X^2
10 19 29
Male 10.9344 18.0656
0.08 0.05
13 19 32
Female 12.0656 19.9344
0.07 0.0438
TOTAL 23 38 61
X^2 0.15222 0.09213 0.244
Ho: ACCEPTED
Table 4.2 - C
Significant degree of relationship between the Respondents' Year Level and Emotional Management
N=61
O E X^2 O E X^2
9 16 25
Grade 11 9.42623 15.57377
0.02 0.01
14 22 36
Grade 12 13.57377 22.42623
0.01 0.008101
TOTAL 23 38 61
X^2 0.032657 0.019766 0.052
critical value @ 1 df (3.84) and 0.05 level of
Result: NOT SIGNIFICANT Ho: ACCEPTED
significance
Table 4.3 - A
Significant degree of relationship between the Respondents' Age and Social Emotional Awareness
N=61
Emotional Awareness
Age VH MH TOTAL
O E X^2 O E X^2
16-17 15 20 35
13.197 21.803
0.25 0.15
8 18 26
18-above 9.8033 16.197
0.33 0.2008
TOTAL 23 38 61
X^2 0.5781 0.3499 0.928
Ho: ACCEPTED
Table 4.3 - B
Significant degree of relationship between the Respondents' Sex and Social Emotional
Awareness
N=61
Emotional Awareness
Age VH MH TOTAL
O E X^2 O E X^2
6 23 29
Male 10.934 18.066
2.23 1.35
17 15 32
Female 12.066 19.934
2.02 1.2214
TOTAL 23 38 61
X^2 4.2448 2.5692 6.814
critical value @ 1 df (3.84) and 0.05 level
of significance
Table 4.3 - C
Significant degree of relationship between the Respondents' Year Level and Social Emotional
Awareness
N=61
Emotional Awareness
Year Leve VH MH TOTAL
O E X^2 O E X^2
1
11 25
4
Grade 11 9.4262 15.574
0.26 0.16
1 2
36
2 4
Grade 12 13.574 22.426
0.18 0.1104
2 3
TOTAL 61
3 8
X^2 0.4452 0.2695 0.715
Ho: ACCEPTED
Table 4.4 - A
Significant degree of relationship between the Respondents' Age and Relationship Management
N=61
Relationship Management
Age VH MH TOTAL
O E X^2 O E X^2
16 19 35
16-17 18.361 16.639
0.30 0.33
16 10 26
18-above 13.639 12.361
0.41 0.4508
TOTAL 32 29 61
X^2 0.7121 0.7858 1.498
Ho: ACCEPTED
Table 4.4 - B
Significant degree of relationship between the Respondents' Sex and Relationship
Management
N=61
Sex VH MH TOTAL
O E X^2 O E X^2
16 13 29
Male 15.213 13.787
0.04 0.04
16 16 32
Female 16.787 15.213
0.04 0.0407
TOTAL 32 29 61
X^2 0.0776 0.0856 0.163
Ho: ACCEPTED
Table 4.4 - C
Significant degree of relationship between the Respondents' Year Level and Relationship
Management
N=61
O E X^2 O E X^2
14 11 25
Grade 11 13.115 11.885
0.06 0.07
18 18 36
Grade 12 18.885 17.115
0.04 0.0458
TOTAL 32 29 61
X^2 0.1013 0.1117 0.213
Ho: ACCEPTED
Table 4.5 - A
Significant degree of relationship between the Respondents' Age and Emotional Intelligence
N=61
Emotional Intelligence
Age VH MH TOTAL
O E X^2 O E X^2
13 22 35
16-17 12.049 22.951
0.08 0.04
8 18 26
18-above 8.9508 17.049
0.10 0.053
TOTAL 21 40 61
X^2 0.176 0.0924 0.268
Ho: ACCEPTED
Table 4.5 - B
Significant degree of relationship between the Respondents' Sex and Emotional Intelligence
N=61
Sex VH MH TOTAL
O E X^2 O E X^2
5 24 29
Male 9.9836 19.016
2.49 1.31
16 16 32
Female 11.016 20.984
2.25 1.1836
TOTAL 21 40 61
X^2 4.7422 2.4897 7.232
Ho: ACCEPTED
Table 4.5 - C
Significant degree of relationship between the Respondents' Year Level and Emotional Intelligence
N=61
O E X^2 O E X^2
7 18 25
Grade 11 8.6066 16.393
0.30 0.16
14 22 36
Grade 12 12.393 23.607
0.21 0.1093
TOTAL 21 40 61
X^2 0.5081 0.2668 0.775
Ho: ACCEPTED
Table 5 - A
Significant degree of relationship between the Respondents' Age and Academic Performance
N=61
Academic Performance
Age O VS S TOTAL
O E X^2 O E X^2 O E X^2
1
7 15 35
3
16-17 5.16 16.6 13.
4 4 2
0.65 0.16 0.00
1
2 14 26
0
18-above 3.83 12.3 9.8
6 6 0
0.88 0.217 0.00
29 2
TOTAL 9 61
3
1.53 0.00
X^2 0.379 1.917
2 7
critical value @ 2 df (5.99) and
Result: NOT SIGNIFICANT Ho: REJECTED
0.05 level of significance
Table 5 - B
Significant degree of relationship between the Respondents' Sex and Academic Performance
N=61
Sex O VS S TOTAL
O E X^2 O E X^2 O E X^2
1
0 12 29
7
Male 4.2 13.7 10.9
79 9 3
4.28 0.23 3.36
9 17 6 32
4.7 15.2 12.0
Female
21 1 7
3.88 0.21 3.049
29 2
TOTAL 9 61
3
X^2 8.156 0.441 6.414 15.012
critical value @ 2 df (5.99)
and 0.05 level of Result: NOT SIGNIFICANT Ho: REJECTED
significance
Table 5 - C
Significant degree of relationship between the Respondents' Year Level and Academic Performance
N=61
Year Level O VS S TOTAL
O E X^2 O E X^2 O E X^2
1
4 4 25
7
Grade 11 3.68 11.8 9.42
9 9 6
0.03 5.23 6.09
5 25 6 36
17.1 13.5
Grade 12 5.311
1 7
3.63
0.02 4.23
3
29 2
TOTAL 9 61
3
0.04 8.86
X^2 10.31 19.220
5 4
critical value @ 2 df (5.99) and
Result: NOT SIGNIFICANT Ho: REJECTED
0.05 level of significance
Table 6.1
Significant Degree of Correlation between the Emotional Awareness and Emotional Management
N=61
Emotional
VH MH TOTAL
Awareness
O E X^2 O E X^2
9 10 19
Very High 7.1639 11.836
0.47 0.28
14 28 42
Moderately High 15.836 26.164
0.21 0.1288
TOTAL 23 38 61
X^2 0.6834 0.4137 1.097
Ho: ACCEPTED
Table 6.2
Significant Degree of Correlation between the Social Emotional Awareness and Relationship
Management
N=61
Social Emotional Relationship Management
TOTAL
Awareness VH MH
O E X^2 O E X^2
1
9 23
4
Very High 12.0656 10.9344
0.31 0.34
1 2
38
8 0
Moderately High 19.9344 18.0656
0.19 0.20713
3 2
TOTAL 61
2 9
X^2 0.49785 0.54936 1.047
Ho: ACCEPTED
Table 6.3
Significant Degree of Correlation between Emotional Intelligence and Academic Performance
N=61
Emotional
O VS S TOTAL
Intelligence
O E X^2 O E X^2 O E X^2
6 12 3 21
3.09 9.98 7.91
Very High
8 4 8
2.72 0.41 3.05
2
3 17 40
0
5.90 19.0 15.0
Moderately High
2 2 8
0.21 1.60
1.43
4 4
2
TOTAL 9 29 61
3
4.14 0.62 4.65
X^2 9.423
4 1 8
critical value @ 2 df (5.99) and 0.05
level of significance

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EMOTIONAL INTELLIGENCE IN RELATION TO

ACADEMIC PERFORMANCE AMONG SENIOR HIGH SCHOOL STUDENTS OF

A Thesis Presented to the

CHAPTER 3. SUMMARY OF FINDINGS, CONCLUSIONS, AND

like conflict of schedules to finances and so on.

helping hands without second thoughts.

THE PROBLEM AND ITS SCOPE

validity on academic achievement. However, everyone in this world has emotions.

for us to handle new and demanding circumstances properly and rationally.

Emotional Intelligence is an ability to understand and adopt our emotions when

David Caruso stressed the importance of emotional intelligence to humanity. He

argued that emotional intelligence is not the opposite of intelligence. Emotional

intelligence in educational progress and academic success.

trigger emotions may affect their academic performance.

to know if there is an association between the variables. It is anticipated that higher

emotional intelligence will play a positive role in academic performance in schoolwork.

world. Emotional intelligence is linked with Howard Gardner’s Theory of Multiple

Intelligence and Daniel Goleman’s Theory of Emotional Intelligence.

Howard Gardner’s Theory of Multiple Intelligences (1983). Among the most

emotional capacities was Howard Gardner, a Harvard psychologist, who in 1983

Intelligence. In a nutshell, those intelligences are the following ones:

1. Intrapersonal intelligence: the ability to understand yourself and identify the

emotions including stress and willingness.

2. Interpersonal intelligence: the ability to perceive and understand the intentions,

motivation and desire of other individuals.

Daniel Goleman’s Theory of Emotional Intelligence. Daniel Goleman (1995)

of others, and manage our emotions and relationships.” Emotional Intelligence

Competence. Personal Competence determine how we manage ourselves which

includes the following dimensions:

1. Self-Awareness – knowing ne’ internal states, preferences, resources and

2. Self-Regulation – managing one’s internal states, impules and resources.

3. Motivation – emotional tendencies that guide or facilitate reaching goals.

the following dimensions:

1. Empathy – awareness of other’s feelings, needs and concerns.

2. Social skills – adeptness at inducing desirable responses in others.

country, promulgated laws which ensure that education is accessible to all.

shall take appropriate steps to make such education accessible to all.”

specifies the following:

Article 1: Declaration of Policy states that

Article 3: Rights of the Child

Article 12: Education

parents in providing the best education for the child.”

engaged in the promotion of the child welfare.”

Education Program implements classroom assessment, an integral part of curriculum

become an asset to his family and society”.

socially aware, patriotic and responsible citizens.

between academic achievement and emotional intelligence.

foregoing literature have shown emphasis on the association of emotional intelligence

explored to substantiate the present study.

intelligence, defined emotional intelligence as the ability to perceive emotions, to access

and generate emotions so as to assist thought, to understand emotions and emotional

knowledge, and to reflectively regulate emotions so as to promote emotional and

study, emotional intelligence is expanded into five domains: Emotional Awareness,

Emotional Management, Social Emotional Awareness and Relationship Management.

Emotional Awareness. This domain is about “knowing one’s emotions” (Goleman,

positive and negative.

choose how to respond to an emotion when you are aware of it.

Social Emotional Awareness. This is centered on your ability to recognize and

understand the emotions of others. It is considered a fundamental “people skill”

learn about and appreciate others.”

emotional intelligence domains: Emotional Awareness, Emotional Management, and

Academic Performance. Academic success is the outcome of education – the degree

is usually measured by assessments and examinations. However, there is no universal