The Relationship Between Emotional Intelligence On Academic Performance of BCS High School Students

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Running head: THE RELATIONSHIP BETWEEN EI AND ACADEMIC

PERFORMANCE OF BCS STUDENTS
Chapter 1
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale of the Study
It has long been a concern as to what affects academic performance in students
from as low as pre-school to as high as tertiary level. Results and findings of numerous
studies by numerous researchers have revealed a variety of factors: IQ of the students,
socio economic status, peers, motivation, parental involvement and others. Among all
these other factors, IQ had been commonly used as a determinant and associated with
academic success. However, many studies have already revealed that IQ is not the only
reliable factor for a person’s academic achievement (Craggs, 2005). In fact, some may
argue that IQ is not the only measure for one’s academic achievement. According to
Mainstream psychology, IQ contributes only about 20 percent to the factors that
determine life success, which leaves 80% to other forces such as EQ (Emotional
Quotient/Intelligence), PQ (Physical Quotient/Intelligence), CQ (Creativity
Quotient/Intelligence), AQ (Adversity Quotient/Intelligence) and SQ (Spiritual
Quotient/Intelligence).
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But what piqued the researcher’s interest the most is the EQ component. Because
it is something that all of the world possesses and is actually different for each person.
The phrase emotional intelligence, or its casual shorthand EQ, has become ubiquitous,
always showing up in unlikely settings, passing by people’s ears and all but a lot of the
people come to find emotional intelligence as completely useless. For a very long time
emotional intelligence was ignored and downplayed as being of less interest and
importance than ideas or cognition. But a sundry of experts have valued EQ more than IQ
time and again, emphasizing how important it is for everyone to be well-aware of their
EQ, whether student, employee, parent or teacher—they’ve seen EQ share a relationship
with other variables that impact today’s daily activities—such as, academic performance,
work performance and relationships. The present researcher decided to do a research
about whether or not EQ shares a relationship with the variable academic performance.
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Theoretical Background of the Study
Emotional Quotient/Intelligence is a way to measure how a person recognizes
emotions in himself or herself and others, and manages these emotional states to work
better in general with whoever, whether it be a group or individual to individual. The
work of Salovey and Mayer published during 1990, and the concept of Emotional
Intelligence, was made popular by Daniel Goleman during 1995. Goleman successfully
brought emotional intelligence into the public arena by publishing a book and improving
Mayer and Salovey’s model of emotional intelligence. Goleman has presented five
domains of emotional intelligence—knowing your emotions, managing your emotions,
motivating yourself, recognizing and understanding other people’s emotions and
managing relationships.
There are five main factors that compose emotional intelligence according to
Daniel Goleman’s theory. The first one, self-awareness, is defined as the ability to
recognize your own moods and motivations and their effects on others. According to
Daniel Goleman, to achieve maturity in this state one must be able to show confidence,
sense of humor and you must be aware of your impression on others or basically you
must be able to read the reactions of others to know how you are perceived. In other
words, this means having a clear perception of one’s strengths or weaknesses.
The second factor is self-regulation. This factor refers to the ability to control
one’s own impulses—instead of being quick to react, one can overcome being rash by
actually thinking before responding. In other words, one must know how to express
oneself appropriately. According to Daniel Goleman in his book published during 1995,
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to achieve maturity in this state you must be conscientious and take personal
responsibility for your own work or deeds. One must also be adaptable or favorable to
change.
The third factor is internal motivation; this means one is marked by an interest
of learning. One must show initiative and commitment to complete a task. It means
having the ability to do what needs to be done without having influence from other
people or situations. This is having one’s own strength to complete a task, even when
challenging.
The fourth factor is empathy, or the ability to understand another person’s
emotional reaction. This is only possible when one has achieved self-awareness. A person
must learn to be perceptive of other’s emotions by taking an active interest in their
concerns and proactive or the ability to anticipate someone’s needs.
The fifth and the last factor—social skills. Social skills is an important factor in
almost just being a human. Being able to establish common ground and manage
relationships is a quality that one must always be able to do (Daniel Goleman, 1995).
These are skills one must have in order to communicate with others, both verbally and
non-verbally, through gestures, body language and personal appearance. These are the
five factors that make up one’s emotional intelligence.

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Theoretical Framework
Self-
awareness
Daniel Goleman Managing

Social Skill (1995)
Emotions
Motivating
Empathy
Oneself
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The Mayer-Salovey model was initially known as the Four Branch Model of
Emotional Intelligence. This model describes four areas of capacities or skills that
collectively describe many of areas of emotional intelligence (Mayer and Salovey, 1997).
Daniel Goleman has refurnished this model through his book during 1995. The domain of
emotional intelligence describes several discrete emotional abilities. As per the ability
model of El, these emotional abilities can be divided into five classes or branches, as
shown above.
Scope and Limitations
This study seeks to determine whether or not there is a relationship between
emotional intelligence and academic performance in Bethany Christian School alone. It is
solely focused on emotional intelligence alone, as the researcher is more interested in the
aspect. The respondents will be handed out a survey associated with Daniel Goleman’s
theory—the theory used in the researcher’s study. The study also focuses on five
particular aspects of emotional intelligence provided by Daniel Goleman, namely,
managing emotions, motivating oneself, social skill, empathy and self-awareness.
Furthermore, the study will only be conducted on all the Junior High School
students of Bethany Christian School—Junior High I- Patience and Perseverance, Junior
High II- Compassion, Junior High III- Fairness and Junior High IV- Humility and
Temperance.
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Review of Related Literature
Daniel Goleman and his book, “Why EQ Can Matter More Than IQ” definitely
stimulated debated issues in the psychological realm that plenty of psychologists and
researchers spent more time proving and disproving it. There were various researches,
studies and articles that deal with the relationship between emotional intelligence and
academic performance. Most of the respondents were from colleges or universities. The
researcher is to tackle them one by one.
Related Literature
Emotional intelligence is a way of recognizing, understanding, and choosing how
we think, feel and act. It shapes our interactions with others and our understanding of
ourselves. It defines how and what we learn; it allows us to set priorities; it determines
the majority of our daily actions. (Mai, 2013)
EI has been deemed insignificant for a long time, but has now gained importance
over the past few years for its role in several fields such as the working environment,
leadership and relationships among individuals. According to the author, people tend to
believe that natural talent seems to emerge in some people and subside in others. But
once EI is instilled at an early age or stage, it can positively affect the development of a
child. As it was written in published works and studies, empathy plays a major role as
children. They must learn how to work together before focusing on achieving academic
goals. This was found to help them later on in their adult life—giving them the ability to
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work together and lead a team. Some practical applications are noted to be found in EI
such as applying self-awareness and regulation by educating children how to respect
differences of opinions without resorting to personal attacks and how to accept others
even when they are different in terms of attitude, custom and values.
Research has shown that promoting social and emotional learning among children
has led to reduced violence and aggression, better academic results, and improved
learning environment. These have a determining impact on their adult life in the future.
(Mai, 2013) The current education system needs to be reviewed to take into consideration
the rising importance of EI and the assistances it will bring for children.
An article tackles the need of emotional intelligence as well because it is practical.
Employers nowadays are wanting more people with high emotional intelligence. Because
of how important it is for employers to adapt to their specific workplace. It once was
though that education was the best measurement of potential and predictor of success.
But now, emotional intelligence is seen as an equally important factor in success. (Oxford
University, n.d.)
When emotional intelligence first appeared to the masses in 1995, it served as the
missing link in a peculiar finding: people with average IQs outperform those with the
highest IQs 70% of the time. This anomaly threw a massive wrench into what many
people had always assumed was the sole source of success—IQ. Decades of research now
point to emotional intelligence as the critical factor that sets star performers apart from
the rest of the pack. (Bradbery & Greaves, 2017)

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Emotional intelligence is a fundamental element in human behavior that is
different from intellect. Research studies have shown that there is no connection between
IQ and EQ at present, no one can simply predict their emotional intelligence based on
how smart someone is. Intelligence is someone’s capacity to learn or intake information,
and it stays the same at age 15 as it is at age 50. Emotional intelligence, on the other
hand, is a flexible set of skills that can be acquired and improved with practice. (Bradbery
& Greaves, 2017) Emotional intelligence is linked to performance. TalentSmart tested
emotional intelligence alongside 33 other important workplace skills, and found that
emotional intelligence is the strongest predictor of performance, explaining a full 58% of
success in all types of jobs. Of all the people the researchers have studied at work,
they’ve found that 90% of top performers are also high in emotional intelligence. On the
flip side, just 20% of bottom performers are high in emotional intelligence. Research says
that you can be a top performer without emotional intelligence, but the chances are slim.
It is safe to conclude, that based on this article, people with a high degree of emotional
intelligence make more money. An average of $29,000 more per year than people with a
low degree of emotional intelligence, at that. The connection between emotional
intelligence and earnings is very obvious that every point increase in emotional
intelligence adds $1,300 to an annual salary. These findings stay true for people in all
industries, at all levels, in every region of the world.
An article deliberately written by DOST, states that education is not always the
key to success. Because if that is truly all, students must perform really well in school and
be able to handle college or peer pressure. This is because students are not taught about
EI—
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how to deal with peer pressure and what to do when under peer pressure. (DOST, n.d.) It
is so important to instill EI as early as childhood. Children need to be able to learn how to
adapt, manage emotions, put themselves in someone else’s shoes, be self-aware and
motivate themselves. And now, the fact that in our fast-paced and highly technological
world, children are spending more time behind computer screens and smartphones, is
creating an even greater need, now more than ever, to develop EI, at an early age.
(Gardner, 2016)
Related Studies
Studies from different countries and universities with different scopes, have been
presented about the correlation between EI and academic performance. Namely:
The first study was conducted by Marquez et al. (2015), entitled, “Predictive
Ability of Emotional Intelligence and Adversity Quotient on Academic Performance of
USC College Students”. According to Marquez et al., it has been a lot of decades since
the dominance of IQ as measurement of learning in education. The researchers intended
to look into factors like emotional intelligence and adversity quotient as predictors of
academic performance of University of San Carlos students to determine the possible
variable that will improve the educational system for the learners to be globally
competitive. To determine the EI and AQ score of the respondents, the researchers used
Assessing Emotional Scale (AES) for emotional intelligence and Adversity Quotient
Profile (AQP) for adversity quotient. The multiple regression analysis had resulted in an
insignificant relationship both on EI and AQ towards academic performance. A lot of
factors could’ve played a role in affecting the results causing an insignificant relationship
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such as: the researchers in this study did not correlate each aspect of emotional
intelligence as they also had adversity quotient to focus on.
The second study is done by Farooq (2013), entitled, “Effect of Emotional
Intelligence on Academic Performance”. According to Farooq, obtaining good academic
results are not only primarily determined by higher intelligence but also by the higher EQ
of students. The researcher has chosen students from a certain university at simple
random sampling and has utilized Daniel Goleman’s emotional intelligence theory,
incorporating it in her survey. (Farooq, Junaid, 2013) Although, the sample population of
the researcher was great in number, the researcher also did not look into each aspect of
emotional intelligence, the researcher arrived to the conclusion that emotional
intelligence can be incorporated with the important aspects of interpersonal and
intrapersonal relationships, adaptability, moods and stress management and all have a
profound effect on the academic performance of the students.
The third study by Malik et al. (2016) has also performed a similar study and
statistically used the confidence interval of 95% to get the results which proved to be
right. The higher the grades, the higher the emotional intelligence. According to the
researcher, emotional intelligence (EI) has been a popular topic in the field of
organizational behavior. Research shows that emotional intelligence successfully predicts
job performance and leadership skills. Based on these reasons, this study attempts to
evaluate the impact of emotional intelligence on academic performance limited to
business students only. Knowing that not only business students are deemed successful. It
also tried to analyze if business schools contribute to the development of emotional
intelligence in students. The results imply that the curriculum and evaluation system in
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business schools need to be designed adequately in order to reflect the emotional
intelligence of the students, as emotional intelligence was seen to be the key capability
for their success.
The fourth study by Mohzan et al. (2012), the data of his research was obtained
through the use of a questionnaire which elicits information on the students’ emotional
intelligence level as well as their academic performance. The survey was done on 100
students selected at random. The results of the study reveal that the respondents have
high level of emotional intelligence and that the aspects of emotional intelligence of
Daniel Goleman’s theory are found to be significantly and positively associated with their
academic performance. Although the sampling used was simple random sampling, the
researchers chose students with honors at random. This external factor has led the study
to be biased. Since it affects the Pearson’s Correlational Coefficient, giving greater
chances for it to be significant with each other.
The fifth study done by Ogundokun et al. (2010) on a group of girls, revealed that
emotional intelligence, age and academic motivation were potent predictors mildly
associated to academic achievement. It was mentioned in their study that competences
like self-regulation, intrapersonal skill and interpersonal skill could have been the reason
for attaining academic success especially if the student knows how to use emotional
information to seek academic assistance from teachers or classmates. Although their
study focuses on academic achievement, the researcher has stated that it is not far from
the idea that high academic performance for high achievement is the product of their
performance in extracurricular activities.

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All these studies from numerous researchers across the globe have used one
theory—Daniel Goleman’s Emotional Intelligence Theory. In conclusions, the researcher
will fill in all the gaps these researchers failed to. Such as using a standardized test that is
in line with the theory and concepts being used in the present study, looking into each of
the five aspects of EI, surveying a variety of students and using the Pearson’s
Correlational Coefficient.
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THE PROBLEM
Statement of the Problem

The purpose of this study is to investigate the relationship between emotional
intelligence on academic performance for the 1st grading period of S.Y 2017-2018, of
Bethany Christian School’s high school students which is located in Buena Hills,
Guadalupe, Cebu City.
Specifically, this study aims to answer the following questions:
1. What is the profile of the students according to gender, age and year
level?
2. What is the mean of the Emotional Intelligence of the respondents in the
study?
3. What is the mean of the academic performance of the respondents in
the study?
4. What is the relationship of the students’ EQ and academic performance in the
present study?
5. Which aspect of emotional intelligence, based on Goleman’s (1995) five
domains of emotional intelligence:
5.1 self-awareness
5.2 managing emotions
5.3 motivating oneself
5.4 empathy
5.5 social skill, is the most dominant among the students?

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Statement of the Hypothesis
H1: There is a correlation between the emotional intelligence of BCS high school
students on their academic performance.
H2: There is a correlation between the emotional intelligence aspect, self-
awareness, of BCS high school students on their academic performance.
managing emotions, of BCS high school students on their academic performance.
motivating oneself, of BCS high school students on their academic performance.
H5: There is a correlation between the emotional intelligence aspect, empathy, of
BCS high school students on their academic performance.
H6: There is a correlation between the emotional intelligence aspect, social skill,
of BCS high school students on their academic performance.
Significance of the Study
This study will benefit to the following beneficiaries:
Students. This study may help the students identify themselves with their
emotional intelligence and give them more knowledge about it because it would help
them put it into good use, giving the students the ability to present and listen to others
when they need it most, lead them to personal achievement, help build stronger
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relationships with others and play a role in the long-term academic success of the
students.
Parents. This study may benefit the parents as this study aims to help parents be
more well-informed and hands-on about EI because it would help their children with their
feelings can both help them feel better and reduce behavior problems. Children who are
able to manage their emotions often experience more positive feedback from others.
Teachers. May this study help the teachers see how strongly emotional
intelligence affects the environment of the class. Students need a balanced learning of
rational and emotional thinking. Helping the students develop it may improve the
environment of the classroom as well because this would establish a better student-
teacher relationship which is needed for the learning of a student. Teachers need to
educate students how emotional intelligence affects each person and their daily lives,
personal and professional achievement. More importantly, to be able to impart to the
students about emotional intelligence, teachers need a strong emotional intelligence.
Emotional intelligent teachers have the ability to perceive and regulate their own
emotions, which might increase workplace engagement and reduce burnout.
Bethany Christian School. May the school heed to the importance of emotional
intelligence and help the students as they go through different factors that can affect their
emotional intelligence. The administration may inform the teachers to instill EI learning
in the teaching system. The school will be well-versed on emotional intelligence and
better understand the air of the atmosphere.

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Future researchers. May future researchers shed light on this research and use it as
a stepping stone for more findings and results. May they also consider other factors that
may affect a study like this such as custom, social status and teaching systems that may
or may not affect the study.

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RESEARCH METHODOLOGY
The purpose of this study was to investigate the relationship between emotional
intelligence on academic performance of high school students of Bethany Christian
School. This study used both quantitative and qualitative research designs. The
quantitative design was utilized to determine the significance of emotional intelligence on
academic performance, profile of students, most dominant aspect of emotional
intelligence and other statistical values. While the qualitative design was utilized to
discuss the description of each aspect. The data gathered was categorized, analyzed and
interpreted by the researcher.
Research Environment
The data was obtained through the students currently studying at Bethany Christian
School, which is located in Buena Hills, Guadalajara, Cebu City. The school is a non-
stock and non-profit church related institution under the Bethany Church Foundation Inc
and was established in 1984 through the joint effort of Bethany Church Foundation Inc.,
church council and co-founder Madam Siokiau L. Holaysan and a ten-member board of
trustees.
The school is situated alongside the hills of Guadalupe. It has two buildings which
have been modified and remodified in the last year. Building one which is also known as
the old building consists of four floors. This is the building which is utilized for the
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education of the elementary students. Part of this building also includes the auditorium
and basketball court. The second building which is called the new building is connected
to a follow-up building commonly known as the annex. This building is utilized by the
grade six students up to the senior high school students. Facilities have been added in this
building to fit the needs of the students such as the laboratory, volleyball court,
audiovisual room and computer lab. In between these two buildings are some facilities
not mentioned such as the elementary laboratory, library, faculty room, music room,
robotics room and game room.
Research Respondents
The research subjects of this study were the Junior High School students of BCS.
Which were students from Junior High 1 Patience to Junior High 4 Temperance with the
age range of 12-17 years old.
Table 1
1st Year High School Students 38

2nd Year High School Students 23
3rd Year High School Students 31
4th Year High School Students 39
n=131
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Research Instrument and Tools
Instruments used in the study include the EQ of the respondents as well as their
academic performance in the first grading period of SY 2017-2018. To obtain the data
necessary for the study to determine the Emotional Intelligence level, the researcher used
a standardized EQ test that falls accordingly to Daniel Goleman’s theory, as the major
tool for this study. This self-assessment questionnaire is designed to get the research
subjects thinking about the various competences of emotional intelligence.
The tools used in this study was Microsoft Excel. This helped the researcher do
the necessary processes to obtain data such as the correlation for this study.
Research Procedure
Gathering of Data. The researcher submitted a transmittal letter to the school
administrators and advisers of the respondents for permission to conduct a survey. Once
approved, the researcher distributed and collect the questionnaires herself to all 131
respondents.
Treatment of Data. The kind of test the research used was a standardized EQ
Profile or EQ Test Questionnaire which compromised of 50 questions. This test was used
to assess the respondents’ level of EQ. It contained 10 questions for each aspect.
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To obtain the said results, the researcher was required to make a column of all the
five aspects of emotional intelligence and place the specific questions that corresponded
with the certain aspect and the respondents’ rating in each question. After which, the
researcher interpreted. The EQ scores fall into 3 broad bands: strength or high, needs
attention or below average, development priority or low. The respondents were ranked
according to the said scales. And since this study aims to show how the level of a
student’s EQ has an impact on the level of his or her school performance, the average
grades were compared with their EQ level and aspects using Pearson’s Correlational
Coefficient, t-table and the formula:
n−2
x
√ 1−x 2
The researcher deliberately tallied the profile of the respondents according to
gender, age and year level to answer sub-problem one. In answer to sub-problem two, the
researcher categorized the scores of each emotional intelligence aspect then added them
to acquire the total emotional intelligence score, which is also known as the mean. The
same process was used to answer sub-problem three but instead, the academic
performance of all 131 respondents were used this time to obtain the mean. In answer to
sub-problem four, the researcher got the correlation coefficient of each aspect and of the
total emotional intelligence score, which would give the result of which aspect has a
correlation with academic performance and whether or not it has a correlation as a whole.
In answer to sub-problem five, the researcher got the mean of each aspect to see which
was the most frequent or which is the strongest aspect among Bethany Christian School’s
high school students.

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DEFINITION OF TERMS
The terms below are operationally defined for further understanding:
Academic Performance. - Academic achievement or academic performance is
operationally defined as the extent to which a student has achieved their short or long-
term educational goals.
Daniel Goleman’s Emotional Intelligence Theory. – Daniel Goleman’s theory is
recognized as the theory of Emotional Intelligence and is composed of five key elements
or competencies that make up emotional intelligence: Self-awareness, self-regulation,
motivation, empathy and social skills.
Emotional Intelligence. – It is the capability of individuals to recognize their own and
other people's emotions, discern between different feelings and label them appropriately,
use emotional information to guide thinking and behavior, and manage and/or adjust
emotions to adapt to environments or achieve one's goal.
Empathy. - The ability to sense, understand and respond to what other people are feeling.
Managing emotions. - The ability to stay focused and think clearly even when
experiencing powerful emotions.

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Motivating oneself. - The ability to use one’s deepest emotions to move and guide
themselves towards their goals. This ability enables one to take the initiative and to
persevere in the face of obstacles and setbacks.
Self-awareness. - The ability to recognize what one is feeling, to understand one’s
habitual emotional responses to events and to recognize how one’s emotions affect one’s
behavior
and performance. When one is self-aware, one sees himself as others see them, and have
a good sense of your own abilities and current limitations.
Social skill. - The ability to manage, influence and inspire emotions in others.
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Chapter 2
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter presents, analyzes, and interprets the data gathered from the
emotional intelligence scores and academic performance of the respondents in order to
determine the relationship between the two. The flow of the discussion is the following:
1.) the demographics of the respondents in terms of the gender, age and the year level.
2.) mean of the aspects of emotional intelligence and total emotional intelligence score of
the respondents 3.) mean of the academic performance of the respondents 4.) summary of
calculated correlation/regression values 5.) the dominant for the aspect of emotional
intelligence among the respondents.

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For the purpose of demographics, the researcher tallied the profile of the students
according to gender using percentage, as shown in the table below.
Figure 2.1
Gender of the Respondents
Gender
Male
46%
Female
54%
n=131
Majority of the respondents in the study were females making up 52%. The males
make up 48% of the respondents.

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according to age using percentage, as shown in the table below.
Figure 2.2
Age of the Respondents
AGE
17 years old 12 years old
16 years old 3% 4%
18%
13 years old
32%
15 years old
20%
14 years old
23%
n=131
The researcher took the Junior High I-Patience and Perseverance, Junior High II-
Compassion, Junior High III-Fairness and Junior High IV-Humility and Temperance as
respondents for the study. As seen in the table, the age range is between 12-17 years old
and majority of them are currently 13 years old.

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according to year level using percentage as shown in the table below.
Figure 2.3
The Year Level of the Respondents
YEAR LEVEL
4th Years 1st Years
30% 29%
3rd Years 2nd Years

24% 18%
n=131
As seen in the table, the two sections of 4th years make up most of the respondents
being 39 in the year level in total.

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The purpose of this table is to answer sub-problem two. x 1-x5 represent each
aspect of emotional intelligence respectively, as the x tot represents the total emotional
intelligence score.
Table 2
Mean and Standard Deviation of the Emotional Intelligence of the Respondents
X1 X2 X3 X4 X5 Xtot
Mean 37.21 32.27 31.84 34.52 33.37 169.31
Standard 5.54 5.58 5.64 5.67 5.45 20.57
Deviation
n=131
The assigned x values are the 5 emotional intelligence aspects—self-awareness,
managing emotions, motivating oneself, empathy and social skills respectively. The t-
value is not significant because the Pearson’s Correlational product is less than the
critical value listed for 129 degrees of freedom and 95% two-tailed confidence interval.
Thus, the null hypothesis is accepted.

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The purpose of this table is the answer to sub-problem three. Y represents the
academic performance of the students at Bethany Christian School.
Table 3
Mean and Standard Deviation of the Academic Performance of the Respondents
Y
Mean 84.35
Standard 2.56
Deviation
n=131
With a population of 131 respondents, the mean of the academic performance of
the students is 84.13 while the standard deviation is 2.50

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To show the significance of each aspect of emotional intelligence and academic
performance, this table is vital.
Table 4
Summary of Calculated Correlation/Regression Values
X1-Y X2-Y X3-Y X4-Y X5-Y Xtot-Y
a -0.02 -0.02 0.14 0.008 0.07 0.01
b 85.16 85.05 79.77 84.08 82.04 82.35
r -0.05 -0.05 0.32 0.02 0.15 0.10
n=131
As seen in the table, with a population of 131 respondents, all the Pearson
Correlation Coefficient (r), except two, did not exceed the critical value. For x 1-y, the t
observed was 1.66. With a confidence interval of 95%, the tabulated t value was the
absolute value of 0.57. Thus, the null hypothesis was accepted. For x 2-y, the t observed
was 1.66. With a confidence interval of 95%, the tabulated t value was the absolute value
of 0.57. Thus, the null hypothesis was accepted. For x 3-y, the t observed was 1.66. With a
confidence interval of 95%, the tabulated t value was the absolute value of 3.84. Thus,
the null hypothesis is rejected and there is a correlation between the aspect of motivating
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oneself and academic performance. For x4-y, the t observed was 1.66. With a confidence
interval of 95%, the tabulated t was the absolute value of 0.23. Thus, the null hypothesis
was accepted. For x5-y, the t observed was 1.66. With a confidence interval of 95%, the
tabulated t was the absolute value of 1.72. Thus, the null hypothesis was rejected. Lastly,
for the xtotal, the t observed was 1.66. With a confidence interval of 95%, the tabulated t
was the absolute value of 1.14. Thus, the null hypothesis was accepted. Meaning there is
no significance or correlation between emotional intelligence and academic performance
of BCS High School students.

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The purpose of this table is to answer sub-problem five. The researcher tallied all
emotional intelligence aspects to see which is most dominant in Bethany Christian
School’s high school students.
Table 5
Most Dominant Emotional Intelligence Aspects
Aspects Mean
Self-Awareness 37.21
Managing Emotions 31.84
Motivating Oneself 34.52
Empathy 34.28
Social Skills 33.37
n=131
The most dominant aspect of emotional intelligence among BCS High school
students is self-awareness, having a mean of 37.21 which signifies that it is an area of
strength. The second most dominant aspect is motivating oneself and managing emotions
being the least dominant, having a mean of 31.84 which signifies that this certain aspect
needs attention the most.

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Chapter 3
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
Summary of Findings
It was the purpose of this study to determine whether or not emotional
intelligence is related or affects academic performance on BCS High school students.
There were 131 respondents who answered the standardized emotional intelligence tests
given to them. These survey questionnaires were collected by the researcher herself. A
quantitative and qualitative research method were used to treat the data.
In answer to sub-problems (1) the profile of the students according to gender, age
and year level; (2) the mean of the emotional intelligence of the respondents; (3) the
mean of the academic performance of the respondents; (4) the relationship of the
students’ EQ and academic performance and; (5) the most dominant aspect in BCS High
School students. The following findings were made:
Profile of the students according to gender, age and year level. Bethany Christian
School is composed of 63 boys (48%) and 68 girls (52%) in the Junior High School
department. There are also 3 students (4%) who are currently 12 years old, 24 students
(32%) who are currently 13 years old, 18 students (23%) who are currently 14 years old,
15 students (20%) who are currently 15 years old, 14 students (18%) who are currently
34
16 years old and 2 students (3%) who are currently 17 years old. And as for the profile
according to year level, Junior High I are made up of 38 students (29%), Junior High II
are
made up of 23 students (17%), Junior High III are made up of 31 students (24%) and
Junior High IV are made up of 39 students (30%).
Mean of the emotional intelligence/ quotient of the respondents The mean, which
was tallied by the researcher, of each aspect of emotional intelligence up to the total
emotional intelligence are as follows: 37.21, 32.27, 31.84, 34.52, 33.37 and 169.31
respectively.
Mean of the academic performance of the respondents The mean, which was
tallied by the researcher, of the academic performance of all the respondents in the study
is 84.35.
Relationship between the students’ emotional intelligence and academic
performance Once all the Pearson’s Correlational Coefficients were input into the t-value
formula, all except two did not exceed the critical value, which was 1.66. The two
aspects that exceeded the critical value was motivating oneself which had a value of 3.84
and social skill which had a value of 1.72—therefore the null hypothesis was rejected and
both aspects have a correlation with academic performance. Overall, emotional
intelligence does not have a correlation with academic performance.

35
Most dominant aspect of emotional intelligence among Bethany Christian
School’s high school students Based on the mean of all aspects of emotional intelligence,
self-awareness had the highest one having a value of 37.21, which means that it is the
most dominant and strongest aspect among Bethany Christian School’s high school
students.
Conclusions
Based on the findings of the study, these conclusions can be formulated:
1. Overall, emotional intelligence is not related to academic performance of BCS
High School students.
Based on the data gathered, there is no strength and direction of association that
exists between two variables. Each of the emotional intelligence scores were totaled by
the researcher, and with a confidence interval of 95%, the tabulated t was the absolute
value of 1.14, which did not exceed the value of 1.66. Thus, the null hypothesis was
accepted. Meaning there is no significance or correlation between emotional intelligence
and academic performance of BCS High School students. The outcome of this study
coincided with another study by Koh (2009) that the relationship between emotional
intelligence and academic performance is not a universal phenomenon, as conceived by
some, but is subject to a particular context, in this case, a particular academic institution
in a particular locality. (Kasa, M, 2013)

36
2. Motivating oneself and social skills are the only aspects related to academic
performance.
Motivating oneself is an aspect of emotional intelligence pertaining to being able
to move and guide oneself toward a certain goal while social skills is an aspect of
emotional intelligence pertaining to interpersonal skills, which are otherwise known as
the only aspects related to academic performance. The t observed was 1.66. With a
confidence interval of 95%, the tabulated t value was the absolute value of 3.84 and 1.72
respectively. Thus, the null hypothesis is rejected and there is a correlation between the
aspect of motivating oneself and social skill with academic performance. According to
research by Michael Balter (2009) Kids who score higher on IQ tests will, on average, go
on to do better in conventional measures of success in life: academic achievement,
economic success, even greater health, and longevity. But not because they are more
intelligent, not necessarily. New research concludes that IQ scores are partly a measure of
how motivated a child is to do well on the test, harnessing motivation. And according to a
study done by Emily Comides (2014), for a student to be successful in school, they need
to learn not only academic content but also how to acquire academic content through
classroom discourse which requires interaction with classmates harnessing social skills.
3. Self-awareness is the most dominant aspect of emotional intelligence of BCS
High School students.
With a mean of 37.21, the most dominant aspect of emotional intelligence for
BCS High School students is self-awareness. When totaled, most of the respondents had
a level of 35-50 for the aspect of self-awareness, which means that this is an area of
strength for them. Managing emotions was the least dominant for most of the
37
respondents, having a level of 18-34, making it an area requiring attention and
improvement.
Recommendations
Based on the findings and conclusions, these are the empirical recommendations
of this study:
1. The researcher recommends future researchers to consider respondents from
difference schools in the city. This is to avoid external variables like custom,
social status, and teaching systems, affecting the validity of the study. The
researcher also recommends future studies to add other variables that are believed
to affect academic performance, such as socio-economic status, parents’
education, achievement in the subjects of Mathematics and English, school size,
school sector, rural or urban location. Moreover, the researcher recommends
further and extensive research on this topic as many theories also give rise to this
topic. Moreover, the researcher recommends that this factor—emotional
intelligence, be studied from another angle. This might yield to better and more
reliable results.
38
2. Students should give importance to emotional intelligence as well. Because
emotional intelligence can greatly impact their mental state. Since motivating
oneself is relative to academic performance in this study, the researcher
recommends students to improve their motivation to help them achieve great
results.
3. Teachers must guide their students toward better motivation and help the students
improve their emotional intelligence. Helping the students develop it may
improve the environment of the classroom as well, making it easier for the
teachers to teach and students to learn.
4. Parents also have play a role in guiding their children toward better motivation
and help them improve their emotional intelligence.

39
40
41
Appendix A-1
TRANSMITTAL LETTER TO BETHANY CHRISTIAN SCHOOL

ADMINISTRATORS
The current researcher wrote a letter to the school consultant, Dr. Aurora Aquino, and
program and academic coordinator, Teacher Jocelyn Nepomuceno, asking permission to
conduct research in their institution, the Bethany Christian School, as to comply with
ethical standards in conducting research.

42
43
44
Appendix A-2
TRANSMITTAL LETTERS TO THE CORRESPONDING ADVISERS OF THE
RESPONDENTS
The current researcher wrote a letter to the advisers of Junior High I- Patience, Mdm.
Joaquino and T. Jocelyn Nepumoceno; Junior High I-Perseverance, T. Reza Lapus;
Junior High II- Compassion, T. Caril Bridgette Camaso; Junior High III- Fairness, T.
Caridad Lapasaran; Junior High IV- Humility, T. Mae Raden and Junior High IV-
Temperance, T. Joshua Lopez, asking for their permission to conduct the study with their
advisory class students as the respondents.

45
46
47
48
49
50
Appendix B-1
SURVEY QUESTIONNAIRE
The researcher distributed a standardized emotional intelligence questionnaire associated
with Daniel Goleman’s theory, to the respondents. A sample of the questionnaire will be
shown in the next page.

51
52
53
54
55
Appendix C-1
COLLECTION OF DATA
The researcher was able to calculate the scores of the emotional intelligence through
scoring. Each respondent was to fill out the questionnaire and rate themselves for each
question from 1-5 with 5 being the highest and 1 being the lowest. A column was made
by the researcher of all the five emotional intelligence aspects and under it are the
specific 10 number questions that correspond to the five aspects. The grid organizes the
statements into emotional competency lists. The sample set-up of the researcher will be
shown below.
56
Self-awareness Managing Motivating Empathy Social Skill
emotions oneself
1 2 3 4 5
6 7 8 9 10
11 12 13 14 15
16 17 18 19 20
21 22 23 24 25
26 27 28 29 30
31 32 33 34 35
36 37 38 39 40
41 42 43 44 45
46 47 48 49 50
1. Recording
2. Totaling
Total= Total= Total= Total= Total=

(SA) (ME) (MO) (E) (SS)
3. Interpreting
35-50 This area is a strength for you.

18-34 Giving attention to where you feel area weakest will help you.
10-17 Make this area a development priority.
Appendix D-1
57
STATISTICAL TREATMENT OF DATA
The research hypothesis was tested by the researcher through t-testing. After
gathering the data, the mean of each aspect, the total emotional intelligence score and
academic performance was obtained. It was 37.21, 31.84, 34.52, 34.28, 33.37, 169.31 and
84.35 respectively. The standard deviation of each was also obtained being 5.54, 5.58,
5.64, 5.67, 5.45, 20.57, and 2.56 respectively. There were also a total of 131 respondents
in this study and 95% confidence interval was used. Given this, the t observed was 1.66.
The Pearson’s Correlational Coefficients for all the EI aspects and its total are -0.05,
-0.05, 0.32, 0.02, 0.15 and 0.10 respectively. With a confidence interval of 95%, the
tabulated t-value for the emotional aspects and total emotional intelligence score was
0.57, 0.57, 3.84, 0.23, 1.70 and 1.14 respectively. This revealed that only one aspect of
emotional intelligence is relative to academic performance. The total emotional
intelligence score and all other aspects did not exceed the critical value. Thus, the null
hypothesis was accepted. The calculation is shown below.
n−2
x
√ 1−x 2
131−2
−0.05
√ 1−¿ ¿
¿
=0.57 =0.54 =3.84
131−2 131−2 131−2

0.02
√ 1−¿ ¿
¿ 0.15
√ 1−¿¿
¿ 0.10
√ 1−(0.10)2
= 0.23 = 1.72 = 1.14

The Relationship Between Emotional Intelligence On Academic Performance of BCS High School Students

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1

Running head: THE RELATIONSHIP BETWEEN EI AND ACADEMIC

THE PROBLEM AND ITS SCOPE

Rationale of the Study

It has long been a concern as to what affects academic performance in students

studies by numerous researchers have revealed a variety of factors: IQ of the students,

Mainstream psychology, IQ contributes only about 20 percent to the factors that

Quotient/Intelligence), PQ (Physical Quotient/Intelligence), CQ (Creativity

Quotient/Intelligence), AQ (Adversity Quotient/Intelligence) and SQ (Spiritual

EQ, whether student, employee, parent or teacher—they’ve seen EQ share a relationship

work performance and relationships. The present researcher decided to do a research

better in general with whoever, whether it be a group or individual to individual. The

domains of emotional intelligence—knowing your emotions, managing your emotions,

motivating yourself, recognizing and understanding other people’s emotions and

words, this means having a clear perception of one’s strengths or weaknesses.

The fourth factor is empathy, or the ability to understand another person’s

must learn to be perceptive of other’s emotions by taking an active interest in their

concerns and proactive or the ability to anticipate someone’s needs.

five factors that make up one’s emotional intelligence.

Daniel Goleman Managing

Scope and Limitations

This study seeks to determine whether or not there is a relationship between

emotional intelligence and academic performance in Bethany Christian School alone. It is

particular aspects of emotional intelligence provided by Daniel Goleman, namely,

managing emotions, motivating oneself, social skill, empathy and self-awareness.

students of Bethany Christian School—Junior High I- Patience and Perseverance, Junior

Review of Related Literature

researcher is to tackle them one by one.

Emotional intelligence is a way of recognizing, understanding, and choosing how

the majority of our daily actions. (Mai, 2013)

such as applying self-awareness and regulation by educating children how to respect

An article tackles the need of emotional intelligence as well because it is practical.

the rest of the pack. (Bradbery & Greaves, 2017)

& Greaves, 2017) Emotional intelligence is linked to performance. TalentSmart tested

emotional intelligence is the strongest predictor of performance, explaining a full 58% of

low degree of emotional intelligence, at that. The connection between emotional

industries, at all levels, in every region of the world.

is so important to instill EI as early as childhood. Children need to be able to learn how to

presented about the correlation between EI and academic performance. Namely:

Ability of Emotional Intelligence and Adversity Quotient on Academic Performance of

the dominance of IQ as measurement of learning in education. The researchers intended

academic performance of University of San Carlos students to determine the possible

insignificant relationship both on EI and AQ towards academic performance. A lot of

intelligence as they also had adversity quotient to focus on.

The second study is done by Farooq (2013), entitled, “Effect of Emotional

Intelligence on Academic Performance”. According to Farooq, obtaining good academic

emotional intelligence, the researcher arrived to the conclusion that emotional

intelligence can be incorporated with the important aspects of interpersonal and

profound effect on the academic performance of the students.

organizational behavior. Research shows that emotional intelligence successfully predicts

evaluate the impact of emotional intelligence on academic performance limited to

also tried to analyze if business schools contribute to the development of emotional

for their success.

to be biased. Since it affects the Pearson’s Correlational Coefficient, giving greater

chances for it to be significant with each other.

associated to academic achievement. It was mentioned in their study that competences

information to seek academic assistance from teachers or classmates. Although their

performance in extracurricular activities.

theory—Daniel Goleman’s Emotional Intelligence Theory. In conclusions, the researcher

Statement of the Problem

Guadalupe, Cebu City.

Specifically, this study aims to answer the following questions:

2. What is the mean of the Emotional Intelligence of the respondents in the